San Francisco Unified School District Board - Regular Meeting

The regular meeting of the Board of Education for May 19th, 2026 is now called to order at 505 PM. Roll call please.

Okay, Commissioner Alexander here. Commissioner Fisher here. Commissioner Gupta here. Vice President.

Here.

Commissioner Ray here.

Commissioner Weissman Ward here and President Kim here will provide childcare for regular board meetings and monitoring meetings on the 1st floor of the enrollment center at 555 Franklin street. Street from 630 to 9 PM, or the close of the meeting, whichever comes 1st child child cares for families who will be attending the regular monitoring board meetings. space is limited and will be provided on a first come first serve basis for children ages four to 10. for questions please contact the board of education office at four and five two four one six four two seven or board office at sfusc.edu am i always projected like that yeah oh i think it's weird usually straight on interesting yeah that's why it was coming it's okay i did not hear it today so at this time before the board board goes into cl it's a flattering egg right but it also looks fine At this time, before the board goes into closed session, I call for any speakers to the closed session items listed in the agenda. There will be a total of five minutes for speakers. Are there any speakers for public comment?

No speakers.

I now recess this meeting at 5.07 p.m.

Okay, good evening. If the translators can get started with their translation introduction. Thank you.

The school district provides free interpretation services into Spanish and Cantonese for this meeting. The message will be repeated in the respective languages. Buenas tardes. El Distrito Escolar Unificado de San Francisco proporciona servicios gratuitos de interpretación para el español. Para recibir el servicio, por favor, llame este número de Google Meet. 1-319-3255. Thank you. Thank you. Thank you, Magrida.

Thank you, Debra.

Thank you very much. Hello, and welcome to members of the public to the regular meeting of the Board of Education of the San Francisco Unified School District. Our public comment period lasts for 1 hour today until 745 Pm. We look forward to hearing from the public before we conduct board business. Our goal is to conduct our work in an efficient, effective and accessible manner during reasonable hours. We aim to respect staff, family, and community time by ensuring we move toward business as quickly as possible. Each participant may speak for up to one minute. Staff will thank the participant at the one minute mark. At one minute and five seconds, I've asked Irene to please turn off the mic and transition to the next speaker. I ask members of the public to please respect that one minute limit so that we can hear from as many speakers as possible. I encourage speakers who are speaking on the same topic to collaborate and combine their comments so the board can hear all viewpoints during our limited time. Please also note that the board accepts written public comments via email to boardoffice at sfusd.edu. We will hear first from students in person, then members of the general public in person, beginning with agenda items, then moving to non-agenda items. Regardless of whether in person public comment is complete, we will save 15 minutes remote public comment so it's 730 at the latest taking commenters in the same order as in person. To members of the public on your right you'll see signs that outline expectations for public comment and meeting conduct, we ask that all members of the public model, the kind of tone language. and behavior that we hope to see from our young people respecting different viewpoints and allowing for all members of the public to participate. As a reminder, board rules in California law do not allow us to respond to comments or attempt to answer questions during the public comment time. If appropriate, the superintendent will ask that staff follow up with speakers.

Irene? It doesn't look like we have any public or speaker cards in person. So let me switch to the Zoom attendees. Just one moment.

So we generally start with zoom if there are any students who are interested in giving public comment if they would please raise their hands and we will call on them first. And if there are no students first then next we go to adult public commenters So if you are an adult please put your hand down and allow the students a moment to raise their hands and. And we'll check and see if there are.

Okay, so last call for students and checking. Okay, it does not look like there are any students who would like to speak first so any of the adults, please go ahead and raise your hand if you would like to speak and just a reminder, you have one minute. And you will get a warning after one minute. Okay, here we go. Mr. Chris Klaus, apologies. Here we go.

I'm Chris Klaus, the special education department head at Washington High School. My pronouns are she, her. I want to make sure that the Board of Education, the superintendent, and everybody at the district office remains committed to fully engage in communities as you talk about plans for moving forward for the district. I also want to express concern about the upcoming call for the superintendent to present at the congressional hearing regarding education. The subject line of that hearing is very clearly a an attempt to get us involved in national level politics on something that is completely overblown by a specific Republican, by a specific side of the political spectrum. And I'm really, really encouraging you to rely on your LGBTQ family liaison, Kenna Hazelwood, to help prepare you for that hearing. Thank you.

Okay, next.

okay jen chen i will be allowing you to talk just you can proceed hi i'm jennifer i'm a parent from lawton alternative school and there's a few other parents um that wanted me to speak on their behalf um basically we're just concerned about um TK coming, we welcome TK, but the only thing we're really concerned about right now is our yard. Our space is actually pretty small and we're been put on notice saying that they will build a new structure there. And we really are concerned about the safety of the children when we mixed in construction plus children. I believe they're trying to do it over the summer. But one thing we realized is we really didn't know much about it. And it just kind of all of a sudden, our opinions were not heard except we're just being told what was done. We would like to work with the district and the administration to make sure our concerns are heard. So then our ideas of concern are thought about. And I guess that's in a nutshell what it is. And it would be great if somebody could talk with us and make sure our kids, especially the TK, we have TK already, they will be running around in the yard plus construction. We just think that it might be a concern.

Thank you, Ms. Chen. And any more adults who would like to speak?

that concludes our public comments from the zoom adult attendees thank you uh thank you for members of the public for joining us today to share your experience perspective um superintendent and our team are tasked with providing a draft of each agenda 12 days in advance for members to review once that draft is made public on our website board members have made a comment a commitment to submit clarifying and tactical questions and staff have made a commitment to respond to those questions in advance of each board meeting This Q&A doc is linked into each board agenda on board docs today linked in item E2. We invite the public to review those questions and answers alongside our discussion today. Additionally, to create more space focused on student outcomes, we will be moving most items to our consent calendar and identifying only our highest priority agenda items to discuss. Board members are reminded not to restate questions answered in advance by staff, but instead to bring forward strategic questions that allow us to better understand Our progress towards goals and the underlying strategies, so that we can be better informed in our decision making and partner with the superintendent as we hold our accountable. item D report from closed session. We had one item for item pluck for us if usd case number CGC dash 23611137 the board by vote of seven eyes gives direction to general counsel. The board of education is committed to effective school school board governance at Center student learning based on Community input board is adopted our vision values goals and guardrails. In order to increase the portion of board meeting time we spend on student outcomes, every other meeting is a monitoring workshop. Our approach to governance also calls on the board to empower the superintendent to take full ownership of the strategies used to reach those goals within the guardrails set by the board. As we implement our governance framework, the board will continue to adopt new systems, routines, and policies aimed at improving student outcomes. We encourage the public to follow this work on our website at sfusd.edu slash governance as we commit to finding new and improved ways to more meaningfully engage with staff, students, and families. Item E, opening items, land acknowledgement. We, the San Francisco Board of Education, acknowledge that we are on the unceded ancestral homeland of the Ramatishaloni who are the original inhabitants of the San Francisco Peninsula. As the indigenous stewards of this land and in accordance with their traditions, the Ramatishalani have never ceded, lost, nor forgotten their responsibilities as caretakers of this place, as well as for all peoples who reside in their traditional territory. As guests, we recognize that we benefit from living and working on their traditional homeland. We wish to pay our respects by acknowledging the ancestors, elders, and relatives of the Ramatish community and by affirming their sovereign rights as First Peoples. Student delegates are not in attendance today so we'll move to item five superintendents report, Dr. Hsu.

Thank you, President Kim as my slides get pulled up, I have a brief report today next slide please oh. So I want to share the excitement from last week's Mission Bay Hub spring exhibition. Our students were absolute stars. They were focused on their community health impact research project. Each student participated on a panel to discuss their recent research, and engage in moderated conversation with fellow panelists and guests. Their scientific posters were displayed throughout our brand new space at Mission Bay Elementary School, giving attendees an opportunity to take a deeper look into their extremely impressive work. The evening was made even more special by the presence of so many family members and STEM and STEAM partners, community members, as well as many, many supporters of our students. Thank you to everyone who helped make this event so memorable for our students. I want to give a special shout out to uh to to just uh the the the event coordinators um and to the overall space and to all the people who uh made sure that the students and um all the adult um allies there were We're together in a learning environment, and I'm just super excited that we do have this space that truly reflects the community's commitment to providing opportunities for our students to engage in STEM and STEAM experiences in partnership with real world expertise. Next slide, please. Last Saturday, students, families, alumni, staff, and neighbors celebrated a hundred years of friendship and community at Alamo Elementary School's centennial celebration. It was on 23rd Avenue between Clement and California. We transformed that entire street right in front of the school into a very vibrant gathering space with lots of celebrations. I met students who went to LMO who graduated from middle school and then graduated from high school from us and are now out in the workforce doing amazing things, coming back and celebrating along with Principal Fong. and celebrating her leadership at Alamo for the past 14 years. But more importantly, it just speaks to the deep, deep roots that our school and our school community have throughout the city of San Francisco. We were, as you can see from the picture, joined by some special folks and actually our mayor was there as well. And it was just really wonderful to be out there and celebrating Alamo along with the night market up in the Richmond district. Next slide please, and just a reminder for our families and the Community that enrollment season is in full swing for school year 2627. The waitlist offers are available our waitlist our waitlist offers are made available. Every Monday students not currently enrolled in SF USD are of course encouraged to enroll and apply families can join a waitlist for any school they prefer. And should outreach to the enrollment Center either by coming here to 555 Franklin or going on to our website to learn more about what's available for them, but if you're interested, please, please, please come and check us out. And then finally, another reminder that SF usc will once again provide outdoor graduation for all celebrations from June 1 to June 3 at he's our stadium. at Jerry Garcia Amphitheater and at the Golden Gate Bandshell. These events are an important way to celebrate each and every SFUSD graduate with the joy, recognition, and community that they deserve. You can find more information about the graduation by going on our website or by talking to the school. I do also want to do a shout out for our black graduation that we are going to be hosting at Mission High School at the end of the month. And I'm really excited to celebrate all of our African American scholars at that event. And then finally, SFUSD schools and offices will be closed on Monday, May 25th, in observance of Memorial Day. And the last day of school for this school year will be Wednesday, June 10th. Okay, and with that, my report is done.

Great. Thank you, Dr. Sue. Moving to Item F, Advisory Committee Reports and Appointments. We have three today, Migrant Ed, Foster Youth Services, Indian Ed, that we will do in that order. From a facilitation standpoint, I just want to make sure to remind the board, and thank you to our amazing members of the advisory committees, councils and committees who are here today, we'll do about 10 minutes of a presentation for each. You'll see a timer up on the wall for 10 minutes. do a round of questions. So commissioners will each ask their questions as they go around. And then we'll offer the space for you all to respond. And we'll engage in just kind of a conversation. And then we'll move to the next item. Okay. And so each of the advisory committees will have an opportunity to present. We'll start out with item F1, Migrant Education Program Parent Advisory Committee Presentation. Dr. Soup.

Thank you, President Kim i'm going to invite the panelists up to the dais. And i'm going to hand this over to. Brenda Moreno to introduce the panel and our amazing parents who have been working really hard this entire school year to help us design and develop and think through how we can better serve our migrant students in the school district. So thank you so much. And thank you, Brenda. Take it away.

All right, so we're going to do things a little bit different today. And we are actually going to be presenting to you all in Spanish. And part of the reason for doing that is because one of the recommendations and the encouragement that we want to switch roles, most of the time when we walk into these spaces, our families do not have someone who speaks their language. And it's often intimidating for them to come in into these spaces in a space that's predominantly, you know, English spoken. So today, we're going to present in Spanish. And I will be doing that as well. So I'll practice my Spanish today.

So thanks. Hola, buenas noches. Nosotros somos el programa Educación Migrante. Nosotros pertenecemos a la región 1, la región más grande con la población más grande de familias migrantes. Es mi orgullo introducirles a dos madres líderes. de nuestro programa, y también a otra madre líder que nos está acompañando esta noche para apoyar a nuestro comité. Aquí les presento a Antonia Lopez y Maria Castillo que nos acompañan esta noche.

Hello. Good evening, everybody. We are the Migrant Education Program. We belong to Region 1, which is the largest region with the most migrant families. It is my pride to introduce you to these two leadership mothers from our program, Antonia Lopez and Maria Castillo, that they're here with us tonight.

Mi nombre es Brenda Sandoval. Yo he trabajado con el programa Migrante más de ocho años. Me da mucho orgullo trabajar con familias que reassemblan mi origen. Yo vengo de una familia migrante y soy la primera mujer en mi familia en atender una universidad. Mi trabajo es mi pasión, ya que muchos de nuestros estudiantes que pasan por nuestro programa han tenido las mismas experiencias que yo. Mi objetivo es apoyar, motivar y guiar a nuestros estudiantes a seguir adelante. Con ustedes, Antonia y Maria.

Hello everyone, my name is Brenda Sandoval and I've been working in the migrant program for more than eight years. I am very proud to be working with families that are very similar to mine. I'm coming from a migrant family and I'm actually the first woman in my family to go to college. My job is my passion because a lot of the students that come through our program, they have been getting the same experiences that I had. My objective here is to give support and motivate and guide all of our students to keep going. And now, ladies and gentlemen, Antonia and Maria.

Hello everyone.

I'm very proud of being here and to share with you. My name is Antonia Lopez and I'm the mom, I'm the mother of two children, and I am the president of the Micron Education Program. And today is my pleasure to come here to present to the board about the program and how we're giving support to our children so they can get to college.

Hello, my name is Maria Castillo and I'm the secretary of the committee, the parent committee of this program, and I'm here to present to you our program so you can continue giving us support to our families.

El programa de educación migrante surgió de una iniciación con financiamiento federal diseñado para atender las necesidades educativas de salud y de los niños provenientes de familias migrantes dedicadas a la agricultura, a la pesca. Este programa garantiza el dicho Garantiza que dicho estudiantes no se vean perjudicados por sus frecuentes traslados, proporcionándoles apoyo académico complementario, la acumulación de créditos y servicios sociales. This migrant education program,

It started out with an initiative of federal financing, and this is designed to actually help with the needs, the educational needs and health of the students coming from migrant background families that they are working in agriculture and also in other fields. This program guarantee that these students, they don't seem or to have any problems for being frequently moving from 1 place to another, giving them the academic complementary. Help that they need so they can. Acquired credits and social services. The objective of our program is to give support to our to our youth and their families throughout the year. We offer different. Workshops to for them to go. and prepare for their university life, mental health, and also for their parents' help. Our doors are always open and we always welcome new families.

The Migrant Program has been part of the school district for more than 25 years. This graph shows of our students. It is very important to note that the increase in students has decreased for several reasons. The cost of living, the stability of housing, but what has most affected our families is the fear of being deported. Our families are going through a moment of fear, of political Muchas de nuestras familias tienen miedo de salir a ser deportados. Nosotros como programa trabajamos directamente con organizaciones como El Poder, La Raza, Centro Legal y tenemos talleres de planificación para preparar a nuestros padres en caso de una deportación. Nuestras familias emigrantes vienen de México, Guatemala, Honduras y Salvador. Vienen a este país en lucha por una mejor vida. La educación es la herencia más grande que nuestras familias les pueden dar a nuestros hijos. Nuestro trabajo es siempre apoyar ese sueño.

The Migrant Program has always been part of the school district for more than 25 years. As you can see in this graphic, that shows how our students are. It is very important to notice also that our students' fluctuation has decreased for many reasons. The cost of living, stability with housing, And something that has been more in affecting our families is the fear to being deported. Our families are being going through a fearful moment of political persecution. Many of our families, they're fearful to go out because they don't want to be deported, feel that they're going to be deported. And for us in this program, we work directly with different organizations like Poder, La Raza Legal Center, and we have workshops when we can plan to make our parents what to do in case of a deportation. Our family, our migrant families, they come from different countries such as Mexico, Guatemala, Honduras and El Salvador. They come to this country fighting to have a better life. Education is the most and biggest part of our families and for their children. Our work is always to support that dream.

Como mencionamos aquí, les mostramos dos ejemplos de servicios para nuestros estudiantes de la secundaria y de la preparatoria. Para nosotros es muy importante que nuestros estudiantes tengan la oportunidad de ser expuestos a diversas oportunidades y ambientes. Nuestras familias no cuentan con el respaldo financiero para enviar a nuestros estudiantes to send their children to programs like Fresno, Washington, Estos programas se basan en liderazgo y fomentan de manera continua la asistencia a una institución universitaria de cuatro años. Mi hijo participó en ambos viajes y llegó emocionado, motivado, y se le dio la oportunidad de conocer otro mundo con el apoyo del programa Migrante.

As we mentioned before here, we can giving you 2 examples of the services that our students receive in middle school and high school for us. It is very important that our students have the opportunity to be exposed to. Different opportunities and different environments. Our families do not have. The support that financial support to send their to send their children to this programs as close up and teaching fellows. These programs are based on leadership. And they help in a continuous way to assist in a university for four years. My son participated in both trips, close up and teaching fellows, and he came back very highly motivated because of the opportunity that was given to him. And knowing this is a different world with the support and the migrant program.

El Comité de Padres del Programa Migrante trabajamos en forma de recomendaciones con la meta de apoyar a nuestras familias. Es muy importante que el distrito reconozca todos los diversos idiomas de nuestras familias, que todos forman forma de la comunicación, especialmente las comunicaciones para todo el distrito, llegue a todas las familias. Recuerden, no todas las familias tienen el mismo acceso a la tecnología o a un hogar.

The parent committee of the migrant program, we work with his recommendations with a goal to give support to our families. It is important that the school district. Acknowledge all of the different languages in our family and our families. And for all sorts of communication, specifically communication with the district. Can be spread to the whole as a whole to all these families and remember that not all families have the same access to technology or to have a home.

Nuestras familias necesitan sentirse parte de nuestra comunidad, convivir en espacios donde se puedan comunicar y tener a miembros del distrito escolar que hablen nuestro idioma. Muchos de nuestras familias trabajan más de dos turnos para poder sobrevivir. Necesitamos más oportunidades para involucrarnos, manteniendo en mente la intensa responsabilidad financiera.

Our families need to feel part of our community to actually live within the spaces where they can feel the confidence to communicate and to have all those members of the San Francisco Unified School District that assure that they speak the same language as the families. Most of our families, they work more than two jobs in order for them to survive. and we need more opportunities to to get them involved keeping in mind the the vast responsibility the vast financial responsibility that go up and on their shoulders is a much importancia que las aulas de

In the classrooms, teachers reflect on our students. We need to have more people who look at each other like us. Our students deserve to feel included, especially in a world that is focusing on dividing us.

It is pivotal that all the teachers in the classroom, they can reflect to our students. We need more staff and teachers that they look more like us. Our students, they deserve to feel included, especially in a world that is centered to divide us among each other.

Nuestro propósito aquí es pedirles que se pongan en nuestros zapatos. Vivimos en miedo. Nuestra comunidad está siendo perseguida políticamente. Nuestros estudiantes necesitan sentirse seguros, valorados y conectados, y eso comienza en la clase y en el ambiente de su escuela. Enfoquémonos en apoyar a todos. El estudiante

The purpose of being here is to ask you to put yourself in our shoes. We live with fear, and our community has been persecuted politically. Our students need to feel safe, valued, and connected, and this starts in class. and the environment in the school let's focus and to give all the support to the students and also try to understand that most of the students they come with trauma and only they seeking for a better life

In this time, we are experiencing more and more violence. The school has to be a safe place. We ask for more focus on strengthening the safety of our students so that everyone has a safe space.

During these times that we're living more and more violence, schools are supposed to be a safe place. So we asked to give more focus into enforcing security and, uh, for all our students. So they can all have a safe space to live.

Este año escolar hemos visto más casos de estudiantes sufriendo de salud mental. Como distrito, es nuestro deber apoyar a nuestros estudiantes y asegurarse que tengan un apoyo tanto en casa como en su escuela. Es importante reforzar el apoyo social, emocional de nuestros estudiantes.

This school year, we've seen more cases of students suffering of mental health issues. As a district, it is our duty to give support to our students and make sure that they have all the support, not just at home, but also at school. It is important to reinforce this social, emotional support of all of our students.

Como se mencionó previamente, nuestras familias navegan un mundo de incertidumbre, viviendo en un clima político que otorga el miedo y la separación. Les pedimos al distrito que reconozcan las dificultades de nuestras familias migrantes.

As it was mentioned previously, our families, they're going through a world of uncertainty. They're living in this political climate, and it brings out fear and separation. We ask the district to recognize these issues that our families are living through.

Tenemos como distrito encontrar maneras de conectar con nuestras familias, participar en sus comunidades, estar presente en las áreas donde ellos viven. Queremos que nuestras familias se sientan incluidos, no solamente en su escuela, sino en todos los espacios que están todos los administradores profesionales del distrito escolar.

here in the district we need to find ways to connect with our families to participate in their communities within their communities we want our families to feel included

Okay, y aquí les vamos a mostrar un video de uno de los estudiantes que nos da mucho orgullo, no nomás uno, pero tenemos muchos. Él se llama Randy Casares. Él se graduó de la Mission High School y es un graduado de SF State. Se graduó como ingeniero civil y ahorita está trabajando en una posición con PG&E. Estamos muy orgullosas de él. Viene de una familia de bajos ingresos. Es el primer hijo de tres. And he has made the way for his brothers. His other brother is in Berkeley and is studying economics and finance. And his last brother is also studying because he also wants to be a civil engineer. So it's a success story, not just for us, but for the school district because it's a product of the support in collaboration with us. And here I leave you a video of the student.

So this is the story, this is one of the many stories of success, this is Randy cazares he's mission graduate and he's he's. He graduated from SF state and engineering, he also has two siblings that they're also one of them went to Berkeley and so thanks to as of usd and our program, these are the phases of success.

team you guys how's it going my name grab mission high school back in 2018 uh migrant and during my time here in high school they supported me all throughout the process whether it was after school colleges and stuff what they really helped me with was what i wanted to graduate with at the time i wasn't sure what i wanted to major in But through the program and exposure, going to college campuses, learning workshops, it really opened the doors of my eyes to become a civil engineer graduate. And not only that too, but they supported me through the college application process as well too. Being a first-generation college student, this was something completely new to us, me and my family, so just having my grad support us. was really helpful and I'm very grateful and thankful that they're there with me throughout the process. And yeah, I graduated as a civil engineer at San Francisco State University. And yes, very thankful and excited that I had a program like MyGrid support me throughout the years.

Thank you.

Thank you very much. I'll open up for questions and comments from commissioners.

So at this point, we'll start with a round of questions and answers. Any commissioners?

um so first i'd like just like to thank you for your uh work and your effort in this um in preparing this report in such a well-organized and clear report um Um. Basically, the answers of the staff say many times that we are already doing things about that. But what I hear from you is that there are more needs and there is more that we should do. So if there is one or two things that are more urgent, more important, that you want to change or increase, what would be these improvements that you want?

So, um, some of the recommendations that I read throughout, um, the presentation, I've seen that, uh, there's, uh. Things that that has done, but it seems that there's, there's still more that there's more need. So, I think that it would be good to know if you have any other thing to add to this. And so how we can, how we can give you support, give you the help you need.

Well, I think that one of the recommendations is to increase bilingual classes because our students, let's say I am a Latin mother, I speak Spanish at home and they practice English at school. And one of the confusions I have been noticing with my children is the the Spanish, let's say, when they take the highest level in Spanish, they get confused because they have teachers that the Spanish, the dramatic is a little different, and I think that increasing a little of bilingual classes would be a good help, and mainly support the program because my children have benefited from being able to go to Washington, to be able to be on the part of the Club Club program, Y ellos vinieron con un entusiasmo. Uno de los que están en la universidad quiere ser algo así como policía privado o algo así. Entonces vi mucha motivación con ese viaje y agradezco mucho a los programas y al distrito que está apoyando a los jóvenes. Muchas gracias.

So I think that what we need more is bilingual classes, and I think that that would be very beneficial for a lot of our students. One of the things that I've also noticed is, at least with my son, when he attended classes that they're like higher Spanish, and he doesn't have the rapid vocabulary, and also the grammatic portion of the language is very different. and so i'm a latino mother so i speak spanish at home and i know that they speak english at school but i think it's very important also to just to have more bilingual classes i mean uh one of the reasons why i think that is important because he went to washington to this um to this course and so now he came very excited because he wants to become some sort of a private investigator or private police and so i think that this is very important for them to have more opportunities to to speak their their language and thank you for the support

And I just want to add something, I think the district has done such a fantastic job in pushing forth communication and multiple languages. I think 1 of the reasons we're pushing for for more of this is because we recognize that beyond Spanish, there are families that speak dialect that we work with, and we don't have that support. And so we have to outsource to organizations or other even students that speak that dialect. So we can communicate with them. The other idea and suggestion is that a lot of our families do not have a home. They live in shelters. And so some of the communications that is sent out to the, to the address that is associated with their synergy to their students is not accurate. So they're not receiving the information and it's very crucial that those families are receiving the information or the services that the district is providing because they are the most marginalized and most at risk. And so what we do is we oftentimes we have their direct number and we connect with them in our own database where we know where they're living, which shelter they're at. And we know the hours so that we can communicate. So we have to do better by them because these families do exist. A lot of our population is in shelters and we need to support those families.

Yeah, no, it's okay. If you could actually translate this for me, we were going to do the questions from commissioners and then have more of a conversation. And so I think if my, my next question would be, are there any other questions that commissioners want to want to share? And then we'll go to Commissioner Ray.

Yes, it seems to me that you want to do a round of questions and based on this round of questions you want to create a, in this case, create a conversation. If it's okay with you.

So, I just want to add a question for the audience and I will say it in English later. is that I want to know, given what they said about the worst conditions, let's say at this moment, and pressure in the immigrant community, what are the investments that we can see in the district budget PB, Jorge Boone. : And and i'll mentor a lot for you in este momento, so I was asking my question for the superintendent is. PB, Jorge Boone. : Given what they talked about in terms of the worsening conditions for immigrant students and families in this moment, what are the investments, we can see in the budget that are designed to address those conditions and support our immigrant students.

Commissioner Ray.

Sorry, just checking. We're waiting. I should ask my questions before. Okay. Okay, thank you. Thank you very much for being here tonight. I can't speak Spanish as well as Commissioner Alexander, but I will try a little and forgive me for my Spanish errors. I'm going to ask the superintendent, Maria Sue, because my question is for her. Thank you very much for your work. Okay, so my question for the superintendent relates to what we know academically about students who are in the Migrant Education Program. I had asked staff about whether we knew proficiency rates for reading and math, college and career readiness rates, and chronic absenteeism. And staff indicated that we received some of this information through the Migrant Student Information Network. um and some of the information isn't there such as college and career readiness and chronic absenteeism but we do have some reading and math information so my question mainly relates to how we can help to ensure that our migrant students are actually On track in terms of their student performance, and for things that aren't tracked, like college and career readiness and chronic absenteeism. Do we have a way of doing that? Of course, if there are any suggestions that, um, because i need to interpret your question sorry about that um um

in different points, for example, he is talking about how the academic skills of the students are doing, also with chronic inassistance, y como esto puede afectar a las familias migra o los estudiantes migrantes sobre todo cuando no se tiene un Marco completo de todas estas mediciones que se están haciendo por el con este con este grupo de estudiantes especificamente oh sure sure

Gracias a la señora Sandoval, Presidenta Lopez y Secretaria Castillo y todo el PACT-MEC por la presentación tan detallada. Ver la tasa de graduación de casi 95% de nuestros estudiantes migratorios de secundaria es un testimonio del poder del apoyo académico y social um thank you miss sandoval president lopez and secretary castillo and the entire mac pac for the presentation that was so detailed i'm seeing this almost 95 graduation rate for our migrant high school students is a real testament to the power of this targeted ACADEMIC AND SOCIAL SUPPORT AND I THINK WE'VE BEEN HAVING CONVERSATIONS AROUND WHAT THOSE IMPORTANT TARGETED SUPPORTS MIGHT LOOK LIKE. AND I WANT TO SAY HERE PUBLICLY THAT I FULLY STAND WITH THE PAC'S CALLS TO PROTECT AND EXPAND THESE CRITICAL AND VITAL SERVICES. So I have two questions and they're for the district because I think your presentation was very clear in terms of what the ask is and what the information that you shared. So I'm gonna ask Dr. Su these two questions and I'm gonna do them in English. So the first question, and then I'll pause for interpretation, was about the staff and teachers reflecting our student body. And this has now come up, this is the third meeting in a row where this theme has come up. It came up with Asian PAC last week. It came up with APAC the week before. And so there's a real theme here. And I know that I brought this up last time, but I want to ensure that when we are looking for pipelines, when we are looking to expand our recruitment activities that we're being really intentional and that we're not working in silos with just this demographic or just this demographic, but we're really working to ensure that the demographics that are historically not being reflected in our student spaces are. So that's the first question slash I want to confirm that that's happening.

Yes, so well, I have two questions that I have for the district. One of them has to be reflected, for example, we already saw it last week that we had a group of the group of of Asians and then we had another group. So I really want to know how demographically we are not working only on points, that is, first we work with one and then we work with the other. So what are we going to do to have a consolidation to be able to work together? Because historically we know that we have been a group that does not represent as such what we are as a district.

Um, the second question, uh, question, I think, relates to to well, not, I think it relates to guardrail 5. So. The drop from 278 to 140 enrolled students, um, due to the reasons that you suggested housing and stability cost of living. Immigration is deeply concerning. Um, given that rise is already contracting with community organizations for case management and some barrier removal. Are there any other targeted cross agency city partnerships that we're exploring? Um. to help provide more holistic wraparound services because the fear is real. We know that. And so in terms of Guardrail 5 and sort of these systemic and strategic partnerships, are we pushing in there more given the context and the space in the world that we're living in?

That was a lot, so I'm going to- I'm sorry. So in this case, as we know, there has been a detriment of students, especially coming from 278, 140. We have had a fairly dramatic decrease, especially with those students who are no longer enrolling in the district. And I want to know in a way. that is more holistic or more obvious because obviously we are very clear about what the objectives are and what the district is really doing to be able to create ways or better ways to be able in this case to bring different organizations that can give more support, especially to this group specifically.

Thank you very much. My Spanish is very bad. But I will speak in English, please. Okay, excuse me. I'll be much more effective in English. Okay. So sorry, Luis, but thank you for your support. Thank you all for being here tonight. And thank you for your work.

Thank you for being here. Thank you for all your work.

So this is great information, and a lot of I I agree with Commissioner Weisman Ward in the the success and the the success and the graduation rates really highlights the work and how important it is, and the impact it can have when we invest in our students and our families.

Bueno, quiero estar de acuerdo también con la comisionada Westman Work, sobre todo porque hemos tenido números más altos de estudiantes graduados y eso obviamente se ve en el reflejo del trabajo árduo que ustedes realizan.

I have a couple of specific questions and I'll start by referencing slide 12 and the language interpretation language and interpretation.

Bueno, quiero también voy a hacer dos preguntas y una de ellas va enfatizada con la diapositiva número 12 que tiene que hablar o que menciona la parte de la traducción e interpretación.

And while I appreciate the 15% line that we've drawn there, I believe we also have obligations under Title VI to ensure that any entity that receives federal funding must provide individuals with limited English proficiency equal access to program services and information through free interpretation and language services.

Yes, one of the things that seems to me that we are obliged to do, especially because federal funds are offered, is that those people who need interpretation or in this case also translation have to be offered. As a district, it seems to me that we are obliged to offer that service to anyone who needs it. So it would seem to me that at our schools that have less than 15% of a particular population, the barriers to access would be even higher and the isolation would be even higher and the need for interpretation and translation services would be even more urgent. Social isolation will be much higher, especially for those individuals who only speak a single language, in this case the native language of each person. So that can also create much more problems.

Um, next on slide fourteen, as far as family engagement and flexible programming. I'm really, really grateful for your recommendations there. My own son attends Mission High School, and at our last, um, Ssc meeting, we talked about our chronic absenteeism challenges there, and And so I just really want to highlight the fact that when we work together and create flexible programming and prevent chronic absenteeism, we're actually helping to close our budget gaps.

One of the questions that are very important to note, especially in slide number 14, which talks in this case about chronic absenteeism and how that can affect, for example, my son goes to the mission preparatory, And I have seen, for example, in the last meeting we had, that when there is less chronic absenteeism, in fact, all the economic barriers, in this case, for example, of the budget, are made smaller. Because there is a higher number of students who attend school instead of being absent in a chronic way.

Just mission high school, not mission prep, just for what it's worth.

I don't have mission prep.

No mission high school, not mission prep.

Oh, yeah.

Okay. Just want to make sure.

Yeah, mission prep, but as mission high school.

Thank you, Luis. And the mental health and wellness, again, thank you so much for those. Again, going back to chronic absenteeism, I think that the theme here is targeted universalism. When we put the supports and services in place that are recommended by our families that are farthest away from equity and justice, it benefits everyone and it brings the whole system up. We're seeing in particular the impact at Mission, just to use my own student's example, wellness center being closed certain days or certain hours is increasing chronic absenteeism. Students not having flexibility. We have students who have to leave before the end of the school day in order to go to work and actually support their families and that's increasing absenteeism. So we need to think collaboratively, not just for any one certain focal population, but these recommendations will help so many students and I know i'm out of time, may I ask for just 30 more seconds to ask one more question.

Well, before you continue, thank you. Yes, here we are also talking about the well-being and mental health of students and we know that one of the factors that can affect, especially at this point, is chronic absence. We know that during some moments, some students have to be absent or have to leave school much earlier because they have to support their families. In this case, how to give support? Well, they find a job where they have to contribute to their family to be able to survive. So, think about how we can close or how we can do it in a collaborative way so that we can bring the chronic absence closer.

Okay, thank you. So I'll ask the questions I asked before is, are the resources that we've put into mental health, flexible programming and other things that have been recommended here, are they, I would argue that our budget as it is, is not baseline sufficient. even though we have defined it as such. And so are there any resource changes or additional resource allocations you plan to put in place to help address the issues that are raised here by the PAC? And ironically, I will stop because I had pointed out to President Kim earlier, I don't think 10 minutes is going to be enough time for the advisory committees. You guys stayed within your time limit. I did not. So.

Well, I want to know, especially for the budgetary part, if we know that the budget, in fact, is not focused on giving that type of help in a specific way, especially for the question of mental health. And how can we work, above all, to be able to support these students? And we know that once again, the budget does not give us the help or the specific help to address those needs.

Great, I'll be quick. Hello and thank you. My parents emigrated to this country. I worked 11 years in another country as an immigrant. Thank you for your very important work. I have a question in English. Christopher McConkey- Is is there anything we can do to I find the the trend of decreasing enrollment in the program very concerning, and my question is, is there anything we can do to reverse the decline in enrollment, or is it all external factors?

Well, in fact, my question is, in this case, I have seen that there has been a detriment in the enrollment of students and that is something that is very worrying. And my question is related to what we could do in this case to be able to attack. That people or the detriment of the enrollment.

Thank you for your question. So there are several things that I want to mention with that question. The 1st is that migrant has very strict regulations in regards of how we qualify families. So, families, it's important to understand that families only qualify for a program for 3 years. So they can, it depends. So it's different. Um, each family qualifies in their extent of their qualification is not all the same because the work is done through seasons and every family does a different season, a different crop, different job. So that's starting, um. In regard to the decline prior to this, we had a full time recruiter. We, I am the only person in this position at this point. I am handling all parts of the program. Second piece of it is that the cost of living now in San Francisco is extra nominally. It just, you can't live here without having two jobs at minimum wage. That's just what it is. The second part is that there is continuous fear. Our family is leaving because of what is happening. The biggest, the biggest reason our families are not leaving is because there is real fear of our families being deported. We've had two cases. Of our families being deported, it is extremely difficult to get support. We do have CEOs that we work with and emergency hotlines that I have connected with for our families. That's why it's really critical for us to have these workshops where we prepare our families for cases like this. but unfortunately we are fighting against the current because our families are here there is a stigma of calling yourself a migrant family because of the fear and the association with that word so the more we we teach people in our district administrators staff even our own families about this program it's important we always start by saying we are not associated with the police there is nothing that we will share that will harm your status here or your ability to access education or these services. So I always start like that. The biggest support that I have is word of mouth. Our work speaks for itself. So I do go out to CBOs and organizations and share our work. I do presentations. I attend coffee chats with the principals. I go to ELAC. So I do all of the things in order to promote the program and to recruit families. But it is a full time job to do that. It's really important to continue to get the support and to spread the word. Because right now, given our political climate, it is very difficult to get our families one to trust and to to leave. And the work has to be done within the United States in order for them to qualify. Yeah.

I know there were a number of questions that were directed to the superintendent as well. I think most questions were directed to the superintendent. And in addition to a few that were asked of the advisory committee here today, would you like to begin with responding? Or superintendent, do you want to begin with responding?

Sure. I'll be

yes sure i thank you um unfortunately i don't speak spanish but i really appreciate um you for being here and sharing um the the report and recommendation um so just in terms of of responding to some of the high level questions oh sorry yeah i do you want me to i can stop You can do simultaneous. Okay. So, so I know that the questions around how are we going to indicate our financial investment in supporting migrant services, migrant programs? Well, we're, we're supporting Brenda and that's very important, even though it is one staff person. It's a staff person that is providing the much needed support. And we will continue to support Brenda to be able to do that. We do have partners with nonprofit agencies that do come in and provide mental health supports and other wraparound supports. There's also career exposure type programs so experiential career awareness services that a lot of our young people have access to. But those are some of the ways that funding for migrant programs and migrant services may show up in our budget. In terms of one of the questions around other CBOs, we do bring CBOs in, but we also provide direct tutoring programs and tutoring supports to our students when our educators, when the teachers are asking for it. um and i've said this before i know that we need more we need more tutoring opportunities for our students particularly because we we want to make sure that all of our students are able to to engage in the curriculum and be able to excel in our classrooms um And I, again, I know that there were lots of questions around mental health services and It is sad to hear that the wellness centers do close, and when they do close, students don't have access to it. That is definitely something I want to look into. I wonder if they are closing because of required staff breaks during the day, or is it because of restrictions, reductions to our staff? The reality is we do partner very closely with San Francisco's Department of Public Health to bring in the additional mental health supports that come into our wellness centers, both at our elementary, sorry, in our middle school and high school. And because the city is experiencing reductions in their budget, we do know that there is an impact to the levels of services that come to San Francisco? I think those are a large number. So there's two additional questions regarding the reading and math data and graduation data. I will definitely work with our college and career.

We have the graduation for the college and career readiness data and the absenteeism.

Yes. And so I will work with our staff to to get that information. And, you know, Brenda, you can help me, but we'll get that get that information so that we can have a clear understanding of how we target our our supports to our students. And then, finally, the most important question around how do we ensure that the people who serve our students look like our students. And I feel that this is something that SF USD needs to work really hard on, we were really fortunate that several months ago we hosted cab a, which is the California association of bilingual educators. here in San Francisco. And as I've shared with the community and with the board, we were able to set up a recruiting table there and actively recruited educators who came to that conference. Through that conversation, through that conference, we were able to, I think, recruit, I don't remember now what, it was definitely around 20 or 26 people who were really interested in the programs that we offer, the supports that we offer, and express an interest in joining the district. We need more, though, so we need more educators more para educators to to join the district to be able to support our students and definitely something that I look forward to our new associate superintendent of HR to help us build out that recruitment pipeline. I think. Those and then in terms of the declining enrollment in the declining numbers in our migrant programs, it is very unfortunate that the political climate is what it is now. In our city and throughout our country, but I do want to emphasize that San Francisco is still a very welcome and open place for all of our students. We want our students to come here, we know that we can provide fantastic education opportunities for students if they enroll here at SF USD so I encourage families who. are interested to come, please come and please enroll in our programs, because we continue to welcome all students to come, because we continue to provide services to our students. Thank you.

Are there other things that you wanted to respond to as well to some of the questions?

Me gustaría, es algo no relevante esto, me gustaría que también tuviéramos más ayuda para los niños con necesidades especiales como NIP. que les dieran un poquito más de tiempo porque a veces les dan una o dos horas a la vez a la semana y me gustaría que si les pusiera dar un poquito más de tiempo para esos niños que para que puedan llegar a llegar a su meta llegar a su este como se le puede decir a su a su nivel académico de de grupo because sometimes that is preventing them from reaching the level of their group. And I would also like you to support us with that so that our children are not prevented from having an IP, from reaching their goal.

So this one probably has not much to do with what we talk about, but I mean, I would like to advocate for the special education students, specifically for those that they have IEPs. And I know that at times it's very hard for them to achieve the goals and it's because they don't actually have a lot of time. So I'm here to ask you to work something out for the IEP students or the special ed students so they can have more time to achieve those goals.

And I think I just want to end by saying, thank you. I think that we live right now in a world that's full of labels and division and uncertainty and all of our families and as if you're experiencing in 1 way or another. Um, so I just want to make sure that we are always at the forefront of supporting our families are families that don't have a voice or families that are not being heard or families that are probably living in darkness because of fear of coming out and and just working hard in this country. So. Once again, thank you. And I want to also thank our parent leaders here, Maria, Antonia, and Patricia for coming. And I know they were very nervous of coming here, but I encourage them to come and have a conversation. We're all human. And I think they did a really good job. So thank you.

I want to just thank you for your presentation. I think it's worth saying pretty clearly on behalf of this board that our hope and our goal and our ultimate mission here is to create a district that is welcoming of every single student who chooses to come to San Francisco, regardless of where they come from. And unfortunately, we live in an environment where we have to reaffirm ourselves over and over again about that safety, security, and that guarantee. And I just want to be able to say that directly to those of you who are here today. Just our deep gratitude for for your both your presentation, but for the courage to be able to share your experiences and and just a huge amount of appreciation for for all that you do on behalf of our students and to our staff. I I Think it's really difficult to be an educator generally today, let alone an educator who's working in these times, and so I just want to appreciate you and thank you for your for your leadership, thank you. Thank you so much. Christopher McConkey- Moving to item F to foster youth services coordinating program executive advisory council presentation. Christopher McConkey- Also, just from a process standpoint I double the time and we are perfectly on time, I just want to appreciate the board for that.

Welcome. President Kim, it's my pleasure to introduce Georgia Williams-Bratt. Georgia Williams-Bratt, I'm sorry. I don't know why. And our amazing panelists here.

Good evening, President Kim, Vice President Holing, Commissioners, Dr. Hsu, and our public here in the audience as well as those tuning in this evening. As I said a little bit ago, my name is Georgia Williams-Bratt. I'm a manager in our Student Family Services Division. I support our focal services, including our foster youth coordinating program. um this evening we have members from the executive advisory here presenting for the first time ever before the board since um the local control funding formula was adopted in 2013. even though it was called for a presentation so we're happy this is a historic moment and I also want to say happy um foster youth awareness month May is foster youth awareness month so um I'm going to turn it over to the team here

Shira Andron, Good evening i'm sure and Ron i'm the coordinator of the foster youth services coordinating program i've been the coordinator for 10 years, but a proud member of this team for 18 years.

Rebecca Kastner, hi everyone i'm Rebecca Kastner i'm San Francisco independent living skills youth ambassador and a lived expert.

Amy Freer, Good evening, my name is amy freer i'm a program support analyst with family and children's services i'm also a parent of SF USD student.

Next slide we'd like to start with a brief overview of the foster youth services coordinating program here after and then our executive advisory council is a program the student and family services division and operates with the county office function per code. The function of from across the state is to promote the educational success of foster youth by coordinating services, expanding access to resources and supporting and county partners to ensure services are aligned and responsive to the unique needs of foster youth. As a county office with 1 district, our program is strategically positioned to partner with district departments to ensure that and county schools are implementing the specific mandates related to the education of foster youth and to move beyond compliance to commitment. Some of these partnerships include, but aren't limited to the enrollment center, special education, student, nutrition services, transportation, Department of technology, curriculum and instruction and the student and family services division. It truly takes a village to address the needs of our students in foster care. Additionally, our program provides training and consultation policy development case management tutoring among others. Next slide. The Executive Advisory Council is an inter-agency and inter-department advisory composed of government agencies, community-based organizations, higher education partners, and SFUSD and county office departments. The EAC advises the direction of the programs, forms and supports collaboration among respective agencies and departments to address the needs of foster youth and serves as a body that advocates for improving and advancing system change our shared goal is to improve educational outcomes of foster youth and to support the successful transition to independence next slide When we speak about foster youth, the term covers a wide range of student experience. It can include students who are child welfare involved under the jurisdiction of the dependency court, juvenile justice involved in the delinquency court, and or under the jurisdiction of a tribal court. They can be living in home with their family or in an out-of-home placement, and it can also include youth in extended foster care ages 18 to 21. due to transitions throughout the school year the number of foster youth varies the annual census day enrollment is used for funding purposes and is a point in time count on any given day this school year there were 256 students in all schools in the county inclusive of charter schools However, the cumulative enrollment reflects the scope of transitions the student and foster care may experience. For example, as we sit here, we may have a student who's being removed from the home and tomorrow school has a student newly experiencing foster care. There are also students who enroll in the district throughout the year. And that often can be the result of school instability, which we'll speak about a little later. Last school year, there were 443 students identified by the state. In addition, as a district, we locally identified approximately 26% more. All of these experiences have an impact on the student experience, including their educational outcomes as the data shows. As you can also see, there are a lot of disparities among foster youth as 40.6 have an IEP, almost 47 are Hispanic and Latino, and 27% are Black or African American. Next slide before delving into areas of improvement. We'd like to start with highlighting a success. Our county schools had tremendous progress in addressing suspension going from a 7.1 suspension rate in 2324 to no suspensions last year. However, as a district, we are in differentiated assistance for suspension, chronic absenteeism, and English language arts. There are huge disparities in our suspension rate. Last school year, foster youth were suspended four times greater when compared to the whole student body and more than two and a half times for foster youth within IEP and twice the rate for African American students. We had a large increase in the chronic absentee absenteeism rate and overall there's a lot of room for improvement in both math and english and language art but currently we are also in differentiated assistance for english language arts because i've dropped some scores

Our first recommendation is to provide professional development sessions with assistant superintendents, administrators, and student support staff to increase awareness of the unique needs and experiences of foster youth, upholding required mandates, best practices for serving students in foster care, trauma-informed practices to reduce suspensions, and the resources available to support foster youth. We also recommend offering caregiver training and promoting student self-advocacy by providing workshops, resource guidance, and practical tools. Foster youth have repeatedly given feedback over the years that they wish educators understood what they were going through. This is hard because issues of a foster youth are not easy ones to imagine yourselves in. Many experienced severe poverty, dealt with neglect, mental and physical abuse, SA, and more. These are sensitive topics that shouldn't be left for educators to figure out how to work around at the expense of the youth, but are ones that require training to ensure that more good is being done than harm. Training should also include how to efficiently communicate with the foster kids team. When working with the foster youth, you are not just working with the youth themselves, but likely with social workers, attorneys, CASAs, resource parents, and more. Consistent and clear communication is pivotal to our youth success. Our second recommendation is to ensure access to tutoring services and other supplemental resources. This includes promoting Amira and Imagine Math platforms, allocating funds for tutoring and having sites consider using student success funds and community school funds to pay extended hours for staff to provide tutoring after school. foster youth are more susceptible to disruption in their education, such as moving schools, having to transport long distances, and dealing with environmentally imposed mental health issues that can make it hard to focus in class or complete work. Tutoring would provide students extra support to ensure that classwork is completed and understood, therefore lessening the educational gap.

Many San Francisco dependent youth are placed outside the city, and when that happens, transportation becomes the biggest barrier to keeping them in their school of origin. Staying in their school provides stability, familiar peers, teachers, and community at a time when so much else feels uncertain. State and federal laws require that foster youth remain in their school of origin when it's in their best interest. and that districts work with child welfare agencies to ensure transportation is provided. As youth are placed farther and farther from their home schools, having reliable transportation and being able to provide it quickly is essential to preventing attendance gaps and the disruption those gaps create. Our third recommendation is to strengthen transportation support for foster youth to improve school stability and attendance. This includes maintaining funding for school of origin transportation for students without IEP services. Expanding the list of transportation vendors and considering allowing staff to transport students to their school of origin similar to how they transport transportation is handled for field trips. These steps would ensure students can remain connected to their school communities without unnecessary interruptions during placement changes. Reliable transportation is a key part of keeping foster youth enrolled in and engaged with their schools, and it helps preserve the sense of belonging that supports their overall well-being.

You can finish the presentation. Sorry.

Our fourth recommendation is in regards to college and career readiness. We recommend enhancing pathways into college as well as non-college careers by partnering with post-secondary institutions and local organizations to connect students with trades, unions, internships and training opportunities. Secondly, we recommend starting college and career exploration as early as middle school with structured tools like career assessments and planning platforms and ongoing exposure to diverse pathways, college, vocational, and beyond. Last year, I had the privilege of receiving a paid internship via SFUSD's Career Readiness Program and was able to work alongside a PhD student in UCSF's Weiner Laboratory where I conducted novel scientific research. Opportunities such as these allow prestigious career paths to feel more tangible for foster youth who often lack educational and career guidance. After speaking with fellow foster youth, many lack a structured plan on life after high school, basic financial literacy skills, or have set career interests. Early introductions and paid hands-on experience in diverse fields would allow for financial mobility. Many foster youth bear the struggle of financially supporting themselves.

Our final recommendation is to encourage the district support in promoting the recruitment of resource parents in San Francisco. so we can keep SF kids in San Francisco. One of the biggest challenges we face is simply not having enough local resource parents, which pushes students into placements farther and farther from their schools. We know that when youth are placed outside the city, maintaining their school of origin becomes much harder, even though school stability is one of the strongest predictors of positive educational outcomes. More specifically, we recommend standardizing family-facing presentations to include information about the need for more resource parents. We also encourage school sites to incorporate recruitment opportunities at events like back to school night. Finally, we ask that clear guidance is provided to SFUSD staff who may be interested in becoming resource parents themselves. The district is in a unique position to reach families across San Francisco and raise awareness about the urgent need for more homes for our youth. Supporting local placement options is one of the most direct and important ways we can help foster youth stay connected to their school communities.

Thank you for the opportunity to present about how to best support the needs of foster youth in the district.

Thank you. Christopher McConkey- Thank you for your presentation and really grateful that we could have this after such a long time so it's great to be engaged in consultation open up for questions and comments. Christopher McConkey- Commissioner Ray.

We're following the same format where we all ask questions? Okay, thank you. I have a few questions, and I just want to thank you so much for being here, all of you. And especially, I may have missed your name, Rebecca. Thank you so much for being here and sharing with us. First thing I wanted to ask about is I wanted to thank you so much for all the information and the focus on students' academic outcomes in this. I really appreciate that. And my question in uh with regard to an underlying factor chronic absenteeism absenteeism was mentioned as well is for the superintendent and um we are in chronic absenteeism with the in the area of foster youth again very significantly above the state um looking at the state dashboard i see that we are 67.5 chronic absenteeism for foster youth versus 42.1% for the state. And it may be that the committee here has some sense of whether there are particular problems with distances causing this or something else. But I wanted to ask, do we have any particular goals or strategies with respect to chronic absenteeism since it is so high among foster youth? um my second question relates to i had asked about what it meant that the district was in differentiated assistance for uh actually for in various areas and there was a staff response on that and the staff response referred to different levels of support um like level one assistance level three assistance etc and i was wondering essentially like what level are we at what's our status in in terms of that so for super the superintendent or her staff And then my third question. um was actually about transportation which you had mentioned um that I had asked about adding third-party vendors because that had been one of your suggestions and staff had indicated that uh essentially that is uh not feasible as I understood the answer um because often students are often the only writer uh like a standalone route for just one child and that fifty thousand dollars for example would cover one student for one semester So I'm wondering what other possible alternatives we might have for addressing or sources for addressing transportation costs for students, assuming they do want to continue to come to SFUSD. I suppose there are students who might decide it's too far. They just would prefer to switch under those circumstances. Thanks.

Thank you. Commissioner Alexander?

My question is similar to the one I asked last time. What investments can we see in the budget that are designed to support the student student outcomes for foster youth? Yeah, I guess I'm trying to, I really wanna try to align this year around the budget. That's why I was asking the similar thing around migrant youth and immigrant youth. I asked the same question at APAC around black students and not to suggest that all those investments are separate, but I just wanna be really clear about, What are the strategic investments we're making for our most vulnerable students in order to increase student outcomes? Because we know that students who have higher needs are going to need more support. And so what does that support look like and where do we see it in the budget?

My question, well, one, thank you so much for your presentation. I was a former CASA. It was one of the most amazing experiences that I've had. It was actually just before and slightly through the pandemic. And it was incredible. I am still in touch with my youth and they age out of the system and they're fantastic. And so a big shout out to CASAs. I was also my partner and I are sorry. I think he'll be fine if I share this. My partner and I were also trying to do some family planning and realize that we could not be foster parents because we live in a 1 bedroom. And so one question I actually wanted to focus on recommendation 5 and 4 for recommendation 5. What are things that the district can do to to share more information about becoming a foster parent or resource parent? And where do they go currently if there's that? Because my orientation to this right now is purely through the lens of like the entry point being Casa, who they themselves help bring folks into different services. But I'm curious what that would look like for the district to be able to amplify the work of resource parents and kind of use that as an entry point. The second was this wasn't in your presentation, but I heard it as part of your conversation around financial literacy being a significant component, especially for older. Youth are older in the system of care and so I it's actually a question for the superintendent around financial literacy requirements that are coming from the state and when. When we can expect like what are we expecting to see around that work, knowing that that is partially coming from the state, but we also just heard it as well as part of an ask for supporting foster youth.

What's more, thank you echoes to the thanks and the gratitude for being here um. I was um. pleased and also struck by something on slide five in terms of the suspension rates. So um fantastic that they went from seven point one for county schools down to zero um from 2023 2024 to 2425. Um but the um non-county schools that we have not seen that change um and i'm wondering whether you all or whether you superintendents soon know like what why like what are that were you gonna go like what might be some reasons why we saw a decline for county um and we didn't see a decline um for the non-county and um why that that difference is so significant Is it a resource question? Is it availability of adults in certain spaces? What is the why? Because if it's working in one space, can we replicate it in another?

Thank you for the presentation. I just uplift the questions that my fellow commissioners have asked.

Thank you all for being here. Other than the SPEDCAC and the APAC, you guys know you're like my favorite because of the personal connection. So, and I love all of our advisory committees, so that's saying a lot. But, yes, thank you, Commissioner Weissman-Ward. And I don't play favorites. Seriously, I love all of our advisory committees. I just, but.

I thought you were going to say that I was your favorite commissioner. Sorry.

Well, that too. You're one of my six fellow favorite commissioners for sure. Top six. this okay all right back to the issue at hand um so i appreciate the questions about resources because um as i remember our budget cutting strategies and been part of our work to reduce our structural deficit we cut pretty significantly from our foster youth services over the past couple years like half we we cut in half the number of staff supporting youth we cut our we decimated our tutoring services we're like I just really want to really point out that we have made some really significant cuts to the services over the past couple years. A question I had for all of you, I mean, when I was a foster parent, transportation for my kid, you know, to visits and things like that, that was provided by HSA, not the school district. So is there anything we can do to turn to HSA for transportation support? So that's one question. um uh to the superintendent um there are a lot of great recommendations in here um and thank you staff for the responses but frankly i'm going to push a little bit harder um the the responses i appreciate that they are agreeable to the recommendations but i don't see enough specificity in here frankly i see yeah we can work on that So I'd love to see us hold ourselves accountable to more specifics of dates, deadlines, things like that. And just in order to be more accountable to our foster youth. And as far as recruiting foster parents, I mean, like, frankly, for anyone who's listening, the whole reason I'm sitting here on the board started with because I became a foster parent. So for anyone who I mean. If I don't think it's a guarantee that if you become a foster parent, you'll end up on the school board. And frankly, for some of our, I should do that because I know some of our, that would not be the opposite. So, sorry, but. um i foster parenting has been the best decision that my husband and i have made in our lives so i just have to say um well worth the journey and please please consider it to any families who do have a spare bedroom in uh in their house here in san francisco it's um it's an incredible journey hell of a ride as they say um so thank you thank you all for being here vice president healy

Thanks i'd like to follow up on Commissioner fisher's question around Tutoring in particular, and some of the staff responses. The the recommendation that I saw was allocating funds for Tutoring and Commissioner fisher indicated that those may have actually been cut rather than added and the staff response is. just generically that individual sites that are community schools can use those funds how they want. And so tutoring may be one allowable use. But I'm wondering if there are any specific plans in the budget that we have coming before us soon to invest district funds, not site allocated funds, but district allocated funds toward additional tutoring specifically for foster youth or other focal populations who may need additional academic support.

So I'll leave it to staff for the superintendent to kick us off here.

So many things. I can talk about the budget. Well, no, I could talk about transportation. Um, 1 of the questions, so, um, every student succeeds act requires we have a transportation school stability with child welfare, which we do, and it articulates different ways. We come together as a system of care around transportation. Um, it could be the resource parent. Um, they have technicians that sometimes do it. We have clipper cards and stuff like that. It's our responsibility of transportation is a related service in their. Um, and we have a shared agreement around cost sharing. For transportation, but I don't have the means to do it in terms of. using the current transportation provider because the district only allocates $25,000 for school of origin transportation. HSA does 25. So we'd only have really $50,000, which is not enough to meet the need to do that.

Anything you want to add?

Yeah, I was just going to add, you mentioned the text. So yes, we do a lot of transportation. We have a team that does it, but we're stretched thin as well. So the School of Origin transportation is actually really important to me and something that I'm hoping to champion later on in the year, but having the options of other vendors is kind of been the big hiccup for us. And so we're working on that.

So just to piggyback on the transportation, I know that that was something that the committee shared with me when I went to the budget meeting last year. Actually, even in this year. Transportation is a huge issue for us, particularly for our foster care youth who live so far away from their home school. And I know that we were talking about ways for us to address that by trying to get homeschool closer or getting schools closer getting their resource families closer. But with the limited resources that we have for transportation, it does make it really hard. I do believe that part of, I remember the conversation that we had where part of the reason why truancy and chronic absenteeism is unfortunately high for our foster care youth is because of transportation. They also have to go to a lot of different appointments. And because of that, it does interfere with school day times and makes it really hard to get all of their requirements in place. know taken care of in a day i know that in partnership with hsa and even with our other city partners we try to alleviate some of that pressure but i know that it's still a huge pressure for our young people um and um I think if the board is asking for us to increase allocations towards transportation, then we would have to think about what that would look like as we increase allocation, we're going to have to take that allocation from another place. So I think that there is the reality of such a finite budget. But I do acknowledge that we don't do enough to support our foster youth. And that's a combination of really understanding their needs. So when they are at school with us, we need to figure out how we can prioritize what they how to support them throughout the school day. And that's a combination of mental health services as well as just wraparound wellness and physical health type services. I know a lot of our young people struggle with just a variety of issues. The one thing that I remember when we were talking with young people, I think a couple of months ago or a year ago, at this point was just the opportunity to have experiences outside of San Francisco, to have adult experiences. I remember young people talking of just being able to go to a conference and You were amazing and sharing about what it felt like to be treated as an adult, as a responsible adult, having the opportunity to stay in a hotel room and like a real nice one, right? And I think we need to do more of that. And I think that we could do that through our partnerships with our CBO partners, where we can partner with them about these types to engage our young people around those types of conferences and experiences where it's a combination of advocacy to, because I think you went to advocate for more programs, but it's also an opportunity for us to provide young people with the opportunity to learn life skills. And have different types of experiences, because there are a lot of different types of experiences that we want all of our young people to participate in and have. Do you want to speak about that and. If you know yes. Well, just just about the the opportunities for light for engaging in different types of experiences. and the different types of programs that SFUSD has provided.

For sure. I mean, I remember the first time I met my mentor and I met all the other scientists there and I was kind of like taken aback, like, whoa, like scientists aren't just like people hidden away with lab coats, like mixing all these potions together. They became real people to me that I spoke with, that I joked around with, that I got advice from. And it really impacted me because it taught me that like, whoa, like if I can do science experiments Right now, as a high schooler, imagine what I can accomplish when I'm older. Imagine what I can do when I enter university and continue pursuing a career down the biological STEM route. It really empowered me. But not only did it empower me, it paid me to learn it gave me that financial freedom and that financial support that so many foster youth need critically because again like i mentioned in my answers a lot of foster youth have to support themselves all on their own and that's not fair i know a lot of foster youth who want to want to attend things like prom or homecoming dances, but they can't because they can't afford to buy all the fancy dresses, to pay to get their hair or their makeup done like their peers can, and that heavily affects the way that they see themselves as a regular youth and their ability to operate as just a regular youth. So I think having more opportunities where we can incentivize our youth to learn and to take the initiative to gain all these real-world skills and diverse career paths is so vital and so important and something that I really hope that you guys will continue to invest in and take me as a testament for.

And then I just want, I know President Kim, you asked about financial literacy and the the curriculum that the state is considering to add as a graduation requirement we are looking into that and I I know that through lots of different types of programs we are currently providing that level of financial support or financial literacy supports to students but we need to do more and it has to be standardized and I know that our team is looking into how we can integrate financial literacy into our econ class, our economics class so that students in high school will have access to that so that they can start learning how to balance their checkbooks or start savings accounts, which are crucial, crucial life skills.

And I just like for there's a foster youth tax credit and our amazing counselors worked to create curriculum to embed into financial literacy that any foster youth who's listening or maybe at one point later on once they're 18 knows that they have these extra funds available so really from a tier one approach that all students hear about the foster youth tax credit and their financial aid literacy or financial literacy, and hopefully they access that when they're filing their taxes one day.

I know that Commissioner Fisher had a final follow-up question. I I did want to ask. So one of the things that came up was around. If the board wants to see more investments in transportation as an example, then ultimately there's going to need I mean, I totally understand that there's going to need to be a trade-off somewhere in the budget. I think we're interested in having that conversation. I mean, I think part of the ask that we're wanting to see is what so what is that trade off right like I am actually curious and understanding where else in our budget, would we need to pull her and be impacting in order for us to be able to adequately support our our vocal populations right so. I think that that is actually the kind of conversation that we're interested in having and understanding because it's really difficult conceptually to talk about I mean I don't think anyone of us I don't think would disagree with the fact that there's going to need to be a trade-off at some point but what is that trade-off like when what are those options to consider and I think part of so that led me to kind of this next question of like how do we how that is built on this, but I'm actually coming to this realization now that this is the second presentation of an advisory council and committee, is how do we actually situate ourselves such that when our advisory council and committees come to us with recommendations around we need increased funding in this or we want more strategic investments in this area, that we can actually have those conversations as a part of the presentation where It's not just a recommendation, but it's actually like solutions that are brought forward by staff and the superintendent around. Hey, we, we met with the committee beforehand. We heard their recommendations. Instead of just saying, you know, this is doable. This is feasible. This is not feasible. Actually producing the plans for what we would do to fund that or resource that or pivot our energy towards that. And what are those trade-offs? Because I think that is actually a much more meaningful conversation to have alongside our advisory councils around where do we go from here, right? Because I think my concern is that we're not going to see you for another year. Right. And and so it begs this question. Well, what's going to happen in this next year? And I think in all of our wonderfully aging minds, we will probably forget. And and this is the part where I don't want to lose sight of that. Right. So I actually think it would be interesting to ask ourselves what it would look like for this presentation to actually be given to staff and you in advance well in advance of this meeting. where then instead of talking about what your recommendations are we're talking about your recommendation in the context of here's what the superintendent is saying is going to happen or the trade-offs to consider as we think about that right so that this board can give guidance and direction on like yeah this feels super affirming and this feels right or we can have the hard conversation of like is this the right strategy or not right like i think that would be a fascinating conversation to have does that make sense yes i i think that's great and i think that um

You're right, as I'm also trying to process these conversations. I think you're right. I think we need to have the advisory conversations earlier in the budget, so much, much earlier. So if we were to start this process and hear from our families as early as September and October, then we can start building the budget that way because we can start with families, families' needs, And then we can go into schools, right? So talking to our schools and our school community in say November, and then we can circle back to our families through the summit, the school site summits in December or January. As we're building, well, actually it has to be earlier because we're done. We should be done with our budget development process by January. So that means we do move our presentation timeline much, much earlier if we want to integrate all of these voices and feedback. Yeah.

I'm actually really excited about that suggestion. And it relates to something I was planning to ask in the next round, but that relates to this, I think, which is I'm wondering if for all of our PAC presentations, like all of our advisory councils and committees and so forth, We should include in some way as part of the presentation structure, the discussion, or whatever information is being assessed. Student outcomes with respect to each of our 3 goals and chronic absenteeism. So that we also, if we can be then doing that at the same time and building those things also into the budget discussions, we could be. concretely tying those things together and working through them the entire year instead of trying to come at them kind of from the back end. But that does require us to actually know how our students are doing and all these different groups. And that's easier for us to know in some cases than others. But I would suggest that as an addition so that we could build what we're ostensibly focusing on, which is student outcomes, into every group presentation and whatever framework we end up coming up with to build it into the budget.

Yeah, I think that's great. And I don't want to veer too far from Christopher McConkey, This conversation so um I, but yes, and I think there's some conversation that will probably take place in the context of our ad hoc committee. Christopher McConkey, On progress monitoring the second best one to come forward with their conversation today that we can talk through, in addition to. Christopher McConkey, Some of the work that we've been talking about vice president healing and I was staff around governance calendar and that we can kind of connect all the dots for so yeah. Christopher McConkey, Commissioner Fisher.

Yeah, so, because I'm usually the 1 who is so good at staying on task and bringing us back. I'll try and close this out here. Um, I do want to apologize though officially to all the other advisory committees. I was being kind of flip when my naming of the favorites, but it's because I, I'm a member of a pack and I'm a member of and I'm a former foster parent. So that's why I was being flip about that. So I just don't want to offend anyone. But I really appreciate the the follow-up questions. And that's part of why, like the spedcac, for example, used to present in September, and then again in May, and it was starting off. It was the recommendations we had, and it was aligning the spedcac recommendations with what was happening at the district. And then it was a temperature check in May. How did we do as a district based on what the spedcac was seeing? And As a spedcac member, I thought it was great. But my follow-up question here really, you know, about the resource allocation, I really, really, really want to put that push back on the transportation piece. So, President Kim, I'm glad you brought it up. I think of this kind of like special education. special education, our budget, what, 88% of our budget, I believe, comes from local district sources, even though 40% is supposed to be coming from the feds and a lot of, I think, another 40% from the state. They don't fund us, yet we have obligations to meet the needs of our students. We have legal mandates. And I really want to highlight the school of origin obligation that we have. We have an obligation to keep our students in their school of origin to the maximum extent possible. And that maximum extent possible isn't, ooh, transportation costs too much. That's not. That's not fair or right for our students who have been ripped from everything, every other thing that they know, ripped out of their family, ripped out of their community, and now we're going to deny them access to their school. I'm sorry, but that's just messed up. So I really, really want to push back on that. I think that that's, I think there's compliance issues if we're saying that the reason we're not keeping kids in their school of origin is because we can't afford the transportation. That's just morally and ethically wrong to me.

Thank you. I'm going to have Vice President Healan close this out and then we'll thank you. Oh, let's go for it. Yes.

The last thing I will say, though, is also like we have we're not the only district that has this issue. And I think very often just from a resource standpoint, we think of ourselves as very special and unique. But I think we have a lot of learning and benchmarking we could do from other agencies that do this well, especially with such strong partnership with HSA. And sure, I know you have great relationships. I would be interested in above and beyond Zoom. What other options are out there?

Thank you. I'll have you respond to anything you'd like to respond to so far, and then I'll have Vice President Heelan close us out. Thank you.

I was just going to take this moment to share how we invest in foster youth. Would that be helpful? So our county office is the core funding, uh, the foster services coordinating program through the CDE, and that's a set funding formula based on the amount of students we have on census day in our districts. And so. Way back before our district really benefited from the resources of the county office, because we could spend it all on a district. Lcff came along and we got more funds, which was great. And then they were going to cut the county office program. Because that was a whole point of and advocates across the state said, wait, this is complicated. And, you know, we need to have the role of the county office and they changed the funding formula and we lost about a 100,000 dollars because we're 1 district. And so that's where commissioner fisher would hear me talk about this a lot and they'll cap task force. So we cut tutoring, we cut staff and we never as a district then said, oh, well, we are relying on the county office. And now the district is supposed to do this. So we never balance that and we've gotten cuts throughout the year. So we, our program gets about 163,000 of the supplemental concentration grant funds. About 261,000 from the CD and our biggest. Investors human services who gives us. 354,000 dollars this year, so our biggest single investor is human services. So that's how we, as a district earn funded. Bar program, I don't know if there are other things, but. I think, well, you wanted to know more about how to get the word out about resource parent recruitment? Yeah. I mean, I'm on the recruitment work group at HSA because I believe so strongly on this, and they will come wherever. They are going to fairs. You know, they've come to table at events. So they have... They're really committed to this and will have information available. They love the idea. One of them was, you know, going to PTA or advisory meetings or back to school nights. They're really flexible and they want to be where families are. So they're right there. SFHSA.org backslash foster is their website.

And you can do babies with your one bedroom.

Really?

Yeah.

careful Andrew if you're listening did you hear that it doesn't help with the school of origin but um babies interesting I have so many other questions and this is probably not the right venue to do that in um but I will separately follow up that is actually surprising and a news to me because we were told the opposite but we'll talk thank you

Um, I, you know, in my time on the board, I feel like a common thread. There are so many common threads among many of the advisory presentations. And so, while the various advisory committees are, you know, uplifting the certain concerns of their constituent groups. It's remarkable to me how many of those advisory committees have shared priorities for ways that the district could make investments to improve outcomes for all of our students. And so we have, um. I I just will kind of uplift what I said last week at our board meeting where we are canceling our um budget study session um tomorrow because we no longer need it because we no longer need an uh fiscal stabilization plan because we are self-certifying as positive um but my understanding is that All of these kind of strategic priorities that we want to make sure that we fund that are responsive to the many through threads from our various advisory committees and many folks asking for the same things, whether it's investments in tutoring to bring students up to speed or investments in lowering chronic absenteeism. That those things all need to be reflected in our LCAP. uh and so really the conversation to have that is around the lcap presentation that we have coming up and everything that is reflected in the lcap will then end up being budgeted for so i would encourage commissioners to ask questions related to the lcap and to provide um Their feedback around the El cap and make sure that we feel that it's adequately mapping the student outcomes and compliance with our guardrails that we want to make sure that we see in our budget priorities.

yeah.

Christopher McConkey- Okay. Sorry. Just one one last thing. I mean, just just a heads up, and something I hope we're tracking is, as I understand, with the latest California budget. And again, this could change. But I believe there's one time funding in the amount of thirty million specifically for Christopher McConkey- for supplement to supplement federal McKinney Vento grants. So again, I don't know if that's going to be in the Christopher McConkey- permanent budget. But you know, I hope at least that can

help with some of the concerns that commissioner fisher was raising or we should at least be be aware of that as a district thank you so much for your presentation and for all that you do appreciate you being here tonight uh and our final advisory committee presentation is from uh the indian education program parent advisory committee

Hello, and thank you for having us here tonight. My name is Isabel Shilonen Ortiz. I am an artist, an educator, and I'm also a parent and community coordinator for the Title VI Indian Education Program. And here I'm joined by two of our very dedicated parents.

Okay, sorry Leo sent in Yahoo catch a Malaya I hope you're well and happy in April, Dr Jessica Mosier take pocket Pascal yaki tribe Arizona.

Hello, thank you for having me Rico Thompson i'm going to lonely native American Indian education advisory committee, thank you, a parent also a worker here for the city.

Next slide please. So here are our names will be presenting today about our Indian education program which is located out of Sanchez elementary in the American Indian cultural district next slide please. So a little bit about the Indian Education Program. In January of 2021, the San Francisco Unified School District Board of Education passed the Reclaiming the American Indian and Alaska Native Narrative Resolution, formally recognizing the importance of Indigenous-led education and affirming a commitment to restore and honor American Indian narratives within the public school system. The Indian Education Program and its Parent Advisory Committee, also known as the PAC, are both an educational resource and a culturally grounded community. We offer decades of meaningful learning experiences for American Indian students coming from several generations of knowledge. And the Indian Education Program represents a safe, affirming space that fosters belonging, identity, and self-determination for our youth. Next slide. so a little bit about our students that we serve we have students and families that access our services that come from all kinds of tribal backgrounds and this is important for us to mention because native people are not a monolith so we don't all wear headdresses we don't all ride on horses although some people definitely do but Here's a map showing a bit of the diversity within our tribal communities. We have families that come from all over Turtle Island, including south of the border. And like I said, it's not a monolith of people that we serve. People come to our program with all kinds of knowledge from generations and ancestral knowledge. And you can view a little bit more about the territories throughout Turtle Island on this website that I listed, nativeland.ca. Next slide. So a little bit more about the student demographics of Alaska Native and American Indian students. We have a student total of 798, including the city and county schools. And through the needs assessment survey that we sent out in January, we were able to collect a lot of this data. So we do have about a quarter of the students that have IEPs. might have dyslexia or ADHD or any other kinds of learning differences that might need additional support and attention. A lot of our population is focused in the southeast sector of the city, and we have services available for TK through 12. As you can see on that chart, it's kind of evenly distributed across the grade levels. Next slide. so some highlights of our program and the different services that we offer we are often in collaboration with our sister organizations including the american indian cultural district friendship house youth program and native american health center and together we work on different workshops this semester we've been doing a lot of beadwork we also do literacy outreach where we take books by native american and indigenous authors to different events and give them away for free to our families and those are books all the way from board books that are just showing the alphabet to chapter books and novels and memoirs promoting literacy and indigenous voices we also provide individual tutoring out of the center at sanchez elementary and we have the indian education library that's accessible to students and families so now getting into the recommendations

So, to increase the DACA academic achievement and literacy and mathematics for make American Indian students to inclusive curriculum design cultural responsive instructional practices and targeted interventions. i've included an illustration here so here's an example of student artwork from appropriated Navajo rug. The the California native experience should be centered to instructional practices and not the first. Native American result on Google it's just my best guess, but the largest population nationwide of 11 110 recognized and around 70 unrecognized tribes, there is a wealth of options next slide please. ongoing academic services through tutoring, after school enrichment, summer programs, individualized learning supports. So also expanded professional development for teachers focused on integrating indigenous knowledge systems such as traditional ecological knowledge and equitable trauma-informed teaching and assessment strategies. So based on the county's own BHSA Prop 1 implementation plan, they list that Native Americans are The ones in need of the greatest need of services to the county, but we'd like to focus on having the earliest interventions possible so that we can focus on working to provide more opportunities, not just for service, not just for us to survive, but to thrive. Also, we bring a population that doesn't have the best relationship with the formalized school system, since we were kidnapped from our homes in place in Indian boarding schools. We have a very complicated history with formal education systems that were built to promote colonization values and not recognize the original scientists of these lands. Next slide please.

recommendation to cultural intelligence and representation of higher American Indian personnel, including teachers and counselors. Increase all staff members' cultural intelligence and awareness related to American Indian peoples, including the local Ohlone community and California tribal nations. Remove and replace harmful stereotypes in textbooks, classroom visuals, mascots, and school celebrations with accurate, respectful, and affirming representations. Next slide please. to integrate indigenous histories and contemporary experiences across all continent areas using vetted and community approved materials. Also, we provide support for students and families reconnecting to their tribal culture by increasing visibility of the Indian education program. Next slide, please.

Increase the graduation rate and secondary education enrollment of American Indian students by embedding culturally responsive academic advising and mentorship and relevant college and career counseling beginning in middle school. The process to obtain an advanced degree is difficult and to navigate her first generation students. Citing my own example, my parents worked three different jobs to enroll me in a private school because they understood the importance of education but had no idea how to support me through my journey. As a result, I lost years of trying to figure out it on my own. My first academic counselor told me to fill out my own class schedule and he would sign off on it because I was an adult. We need to build a continued community of support around education as we have since time immemorial. Next slide, please. provide early exposure to career pathways job shadowing internships and culturally relevant career technical education aligned with student identity and strengths support collaborations with american indian organizations such as asus american indians science and engineering sync california indian nations college and university student groups to give exposure and assistance with scholarships and applications Again, to use my own experience, I got my doctoral degree at the same university my parents met as janitors, and success for me at the time looked like someone sitting behind a big desk. I had no access to mentors who could explain what my career options were. I spent most of my time, unfortunately, focused on what I could not do instead of what I could do. SFUSD needs to formalize relationships with American Indian and Alaska Native organizations alongside real assistance with scholarships and application fees. work out waiver agreements or even a few reductions with local universities that that build on the uc's native american opportunity plan and also i'd like to share the idea of attending conferences earlier sending students to conferences that sounded like something we can build off of also next slide please recommendation number four family and community engagement strengthen parents

and family participation through accessible cultural engagement strategies such as talking circles inclusive and appropriate communications and Community led workshops. To ensure consistent collaboration with the Indian education pact for the co design and review of programs policies and circular that affect Ai and a and students next slide please. To promote centralized communication regarding resources and events relevant to Indian education community needs and interests through accessible means such as social media and whatsapp.

yeah. Okay, so preserve and protect the in education program, including its physical center program funding and key staff positions minimum of 2 coordinators recognizes its critical role as a cultural academic and wellness hub also maintain. Dedicated district support and funding for wraparound services, including mental health counseling, traditional healing services, cultural services and restorative justice practices rooted in indigenous values. I will point out that the demographics graphics published at the beginning of the presentation are reported to be are understood to be unreported according to current assembly bill 1581, which estimates that. it could be as high as 70% under reporting. So really our needs are expanding and not diminishing based on the numbers reported. Next slide, please. We need to provide transparency to the Indian Education Parent Advisory Committee regarding important changes and decisions that would impact American Indian students. As we mentioned earlier, the SFUSD board resolution number 211-26A1 listed the importance of not taking the day off for California Native American Day, but celebrating in-school exercises and community events. I will point out that this holiday and actually all of our holidays are absent from the district-wide calendar for this year and next year, and that this The awareness of our existence in this program is important to our funding. According to the Indian Education Act of 1972 and it's very important to have active participation from our families in order to ensure the survival of this program because that's what our funding is really based on on the federal side. Next slide please.

All right, thank you all for listening and for your time today. And thank you to our two parents for presenting.

Thank you so much for being here. I'll open it up for questions, comments from commissioners.

Thank you all for the presentation. Really appreciate it and appreciate your patience and being here. for all our PACs really on this evening. I want to ask about the, and this question is intended for the superintendent, I want to ask about the chronic absenteeism discrepancy. As I see in the document, if I'm not mistaken, the link that's provided links to a chart that shows a chronic absenteeism of about two-thirds, 65%, if I'm not mistaken. And I'm curious, uh what is the exact k through 12 abs uh absentee sorry uh what is the specific culturally grounded wraparound or attendance intervention strategies that are being developed to target the unique drivers um for our american indian alaska native population the other question i had was related to um oh gosh sorry uh early career exposure um And capacity in the presentation request early exposure to job shadowing career technical education, I believe the staff response was that there's going to be an invitation to. coordinators to counselor PD day to build awareness and i'm curious beyond just coordinating between staff members are there direct pathways that are being created for our students to access internships or CTE programs. You know, specific to Alaskan native and American Indian.

Mr. Fisher, thank you very much. First of all, for allowing us to live on your homelands. We appreciate it. Thank you for your stewardship. We appreciate you. Thank you for being here tonight specifically. One of the through lines I think we're hearing tonight, and we keep hearing a lot of through lines, a lot of the same Just in with the with a more unique and individualized perspective, you know we keep hearing culturally relevant materials we keep hearing staff training we keep hearing more intervention supports like Tutoring more college access awareness support. So. Again, I mentioned targeted universalism earlier, but I think really addicted type my questions are for the superintendent really about. To to follow up on what Commissioner Alexander asked earlier, you know where are we going to see this in the budget allocations and the resources that we're providing to families. in the upcoming budget. And to Vice President Hewling's question, the LCAP is a very dense, very dense document. I think we might need some training on how to read it. If we're going to do a session, following it is a beast for sure. But not to stray too far from the original question, but resource allocation, I think really How are we tightening up our responses to the recommendations to be more specific, as I asked previously, and really provide accountability in the asks, not just, oh, these are things that we should do, here's what we're working on, but really addressing the specific asks of our advisory committee with some targeted follow-up support and resources.

Commissioner Wray? Oh, I was just going around. Yeah.

Yeah, I'll just say the same question again around the budget and resources and and if it's I totally that could be reflected in the as well. I mean, I don't. To me the technical point of whether it's in the cap. or then and or reflected in the budget. However, we want to communicate that. I think we need to be communicating in a way that's very clear to the public. The LCAP is a technical document for the State. It is often very detailed. I think we need to be able to be very clear and link priorities that are linked to our goals, right? Because the LCAP often also has other requirements i mean i think for for this board we've been really clear academic outcomes is our priority and so we have three goals how are we going to make sure that we increase progress toward those student outcomes relative to those goals and that particularly includes these groups that we've been talking about tonight um Because when you have chronic absenteeism at that level, you're not gonna have kids learning to read. You're not gonna have kids learning math in eighth grade, college and career, et cetera. So yeah, I mean, to me, it's like, David Price- How let's just ask it simply and as we go into the budget discussions, I would really love to be able to see where those targeted investments and and and. David Price- The other thing is the discussion of what what what isn't working and what we're not doing, because sometimes The other thing that happens in these presentations not necessarily in this one. David Pérez, Ph.D.: in the staff responses is there's a long list of things we're doing. It's like, Oh, well, we're addressing this problem because we've thrown spaghetti at the wall. I think what this board is asking for is targeted investments that actually work and are effective based on data, also based on the feedback from our advisories like that. They're giving us. This is also data very important data on lived experience of families and students. So David Price- I support the recommendations earlier of moving these earlier, but I think even this year in the budget, we need to see some. David Price- Evidence that that these that there's a strategy here right, hopefully, then it is adjusted next year, based on additional feedback based on moving the timing. David Price- But what's our baseline what's our strategy for ensuring that all of our most marginalized students are getting support, so they so that our student outcomes improve.

I'll just echo what Commissioner Alexander said, and if the superintendent wants to put in the multi-year governance calendar that we expect to see in a soon upcoming board meeting a change for when the advisory committees present to better align with budget development, I think that board leadership would be open to that. insure coherence to make sure that we're hearing from folks at the times that it can most impact our decisions around investments. But I also say that, although the governor is still proposing to withhold 3.9 billion of prop 98 funds from school districts down from a proposed withholding of 5.6 billion. But still, I think Unconstitutional and to the detriment of all of our students. That is, um, there is additional money in the may revise from what was budgeted for in. January budget development based on the original governor's proposed budget. So I would look forward to seeing, um. Additional investments and seeing how we're going to spend that money to move the needle for student outcomes and again, see that. recommendation one here around uh ongoing academic services including tutoring after school enrichment is again very aligned with what we're hearing from many of our communities asking for and so if we can use those extra funds to invest in those programs to move the needle and student outcomes i think now is our moment to do that

So I'm going to stick with my theme about representation matters and going back to to recommendation to in terms of the hiring. And so. We've now talked about this multiple times today and the past two meetings, right? Every single one. But I'm actually wondering to you, Dr. Sue, in the spirit of sort of. general district and board accountability and also getting information. Would this be something where, you know, I appreciate Vice President Hewling's suggestion of maybe adjusting governance calendars, but I'm thinking about like board briefings on HR. And specifically when we're in these moments of hiring and when whatever maps on to whatever programs are starting at SF State or whatever, whatever pipelines we are or recruiting activities are, can we be briefed specifically on what are we doing to recruit folks so that there is representation in schools?

So there's a short list of study session requests for topics. Add it. One of them is staffing. And so in addition to special education, enrollment, language programs, coaching, MTSS, RTI, maybe I'll just throw on LCAP on there just for good measure. But it is on our list of kind of a study session opportunity for us to dig deep in just understanding and learning what the current state is.

Dr. That's great, and I think what the current state is. But then bringing back this very specific question, because I think there's lots of ways that we can talk about Hr. And staffing and making sure we have a an educator in every single classroom, etc. But this is this is that and who is that educator and what is the background that they're representing and can our students engage and relate to them. So it's sort of that additional piece that I think could easily get lost if we're just focusing on making sure, not just, we need to focus on making sure that we have folks in the classrooms, but also making sure that we are recruiting the folks that we want to.

My follow up, oh, did you wanna? Okay.

Um, well, before I do that, I want to go back to commissioner Ray and then, um.

I was hoping to ask the PAC, and thank you so much for being here tonight and spending your time to talk with us. There are a lot of recommendations here, and I would love to see all of this incorporated into an ongoing tracker, as has been mentioned or shown elsewhere, so that we can see which recommendations the staff thinks are feasible and what the status is of various recommendations and so forth. That would be great if we could be doing that for our various PACs. but um whether or not the recommendations specifically included in your presentation tonight or not I'm wondering what you think would be the most effective uh drivers of improving outcomes and reducing absenteeism like improving attendance for students what do you see as being the most critical factors to moving the needle there

The conversations being, again, centered on the California native experience, if they learn more about themselves, they'll be more attuned to the conversation. A lot of the general knowledge about American Indians, what people don't know often surprises me. Even at the recent, you know, at the congressional level, the House Appropriations Committee, one of the leaders was like, oh, there's a lot of tribes in California. He's learning on the spot, you know, and he's very open and honest about what he didn't know. But I feel like our history and the knowledge that we have to offer is not really covered in curriculum at any extent or meaningful way. And we need to kind of override the past histories of like the doctrine discovery. Columbus came here and we all had a wonderful dinner together. as to what actually happened and how we can keep these things from happening in the future. So really activate them as far as what they can do, you know, to really change the history in a good way, you know, make our future generations more resilient and knowledgeable so that they know how to address our specific needs and in real ways, like in leadership positions and not uh just kind of in the back of room with their hand raised hoping that someone will take on their their uh well hero you know really their needs and they can do it themselves

I just want to add to what Jessica said that, like she mentioned, there's a lot of trauma in history with our students and how colonialism has affected our families. So I would highlight that cultural competency is really important. Having teachers and having staff and adults that these kids can look to and see as safe, that are understanding and are actively asking questions and trying to learn about what is Native American history because it's not cookie cutter or one story to be told. I feel like especially with issues of climate change that are coming up, it's important to view our community as a resource and not just to be extracted for information, but we're here to advocate for the youth as our future. Us here and we're tied into a larger community of people, um is living knowledge that we want to share um and we need to promote for our youth commissioner gupta did you want to add anything and if not then to commissioner fishers okay

It's hard to follow both of those. Thank you for that feedback. I think my final question is, as we talk about doing more study sessions or having a dashboard or really digging into the data and making recommendations, I want to point out, I think this is true for many of our focal populations, but particularly our indigenous or Native American or Alaskan Indian and so many of our focal populations. They end up being not not statistically significant. And so what that means, when we look at data at the school site level, or the district level, we don't have a high enough population to actually see their data. And that is highly problematic. Um, we see it in the community. Um, we see it in foster youth very often in migrant to name some of the population specifically who were here tonight, but. We've we can't just rely on the data dashboards and those little asterisks or the ends. Um, you know, we've got to make sure that we're digging in and seeing the students behind the data too. So I would challenge us as a group to make sure that we've got all the data we need if we're going to be data-driven in our decisions as well.

Thank you. Superintendent Hsu, do you want to respond?

Yes. Yes, I'm going to double, triple click on the LCAP study session. I think that that would be a fantastic idea. I know that the parents work really hard throughout the school year on building the LCAP, coming together, talking about it, having some really fierce conversations around what goes into the LCAP and what is prioritized, what's not prioritized. So I am really excited about us perhaps doing a study session of the LCAP before the budget because As as the board has has said, we need to figure out how to map. The goals of the El cap. and connected to our vision values goals and guardrails which then gets connected to our budget. And if I remember correctly, I think goal one of the El cap is. academic excellence, which falls right in line with our vision, values, goals, and guardrails, which falls in line with our goals one, two, and three. And I believe, can I go by, I'm going to look at Christina there, but I believe one of the goals, the other goals in the LCAP is serving the whole child. And then another goal of the LCAP is having high quality curriculum and instruction so that we are teaching children towards 21st century learning. And then, of course, there is a desire for us to be an equitable district and an anti-racist district. So these are the goals that families and our young people are asking us to hold. And those are the goals that build our LCAP. it's going to be really great. I look forward to that study session. And, and then thank you so much for Jessica for bringing up the importance of, of making sure that our students understand the history, our history, particularly of Native Americans, and actually, and Native Americans are actually one of the target the population within our ethnic studies curriculum, as well as social science curriculum so it's it's we it's already it's integrated, but I hear you in terms of we need to do more. We need to celebrate our diversity more and we need to continue to lift up all of our different populations. But thank you for that. And let's see, we took notes. I took a lot of notes. Yes, we hear you loud and clear. Pipeline, pipeline, pipeline, pipeline. Janet Callahan- We need to figure out how we can build the pipeline and as i'm you know, taking notes here. Janet Callahan- You know the the best way to build a pipeline is to to support our children, our students to see themselves as leaders here in the district, so how do we build the pipeline here. because the pipeline starts here. The future employees of SFUSD starts with our students, starts with our families, starts with our caregivers. So I would love to work with our community and, of course, obviously the board to figure out how we do that. I do know that on the city side, through the Office of Economic and Workforce Development, as well as with the department of children youth and their families and with city college there's already a growing coalition and partnership around internships and and dual dual enrollment and i know that part of that pipeline is is a teacher pathway pipeline but what if we were really selective and said we're trying to build a pipeline for teachers and educators who look like our students and And imagine what that would look like in say five, 10 years time, where we have a school district that really reflects the diversity of our students. So I look forward to that. And yes, chronic absenteeism is definitely a huge and growing problem that we all need to work together on. And I for sure don't have a solution to that. All I know is that we need to continue to keep We need to continue to have the data in our face so that we are embarrassed by it, and so that we can do more to to address and fix it. And so I continue. I commit to continuing to work with our community to address our chronic absenteeism rate.

So anything that that you all wanted to contribute here before we wrap up.

Yes, one recommendation that would be the most urgent and would cost you nothing would be to add California Native American Day to the district calendar. I know you guys acknowledge that you wouldn't give the day off, but you would have in-class activities and community events to actually see that happen. I put my daughters both in ribbon skirts on that day. You were at their school that day also for ribbon cutting. But beyond being in pictures like there wasn't with them in their skirts like I didn't really have any actual activities happening or any events at that on campus so encouraging students, you know the different schools to to engage in those activities would be good.

Thank you so much um. I think that's it. Thank you. Thank you so much for being here tonight. I appreciate your presentation. Again, I appreciate your leadership. We're moving to Item G, Discussion Item 1, Recommendations from the Ad Hoc Committee on Progress Monitoring. I am about to turn this over to the chair of the second-best committee. Christopher McConkey- ad hoc and what i've just we were cuddling a little bit before this, but i'm going to ask we do this is a discussion item, this is not an action item so there's nothing that we need to vote on. Christopher McConkey- Most of the next steps actually are just things that we will just do there's no need to act on it per se. But we're hoping to use this opportunity to, in some ways, like process together, make sense of the recommendations, internalize them so that we can be prepared for what is to come. If there are any questions, clarifying questions or otherwise, we can ask that to this half of the room. And wanted to give the floor to the chair to be able to share a little bit about how they got here and what the recommendations are.

Thank you, President Kim. It was an honor to be the chair of the second best ad hoc committee. And although the committee may be viewed by the adults in the room as second best, it was actually the most student centered ad hoc committee. And so we're part of that fact here on this side of the room myself as chair, Vice President healing and Commissioner Ray, and it was it was great to work alongside them and our staff for this whole process. Our charge was really to make recommendations to the board and the superintendent for how to make progress monitoring more effective. progress monitoring for those who are listening who don't know is a really key part of the student outcomes focused governance process. Essentially, the way the process works is that the board sets goals, academic goals that are for student outcomes, right? And we have our three goals, third grade literacy, eighth grade math, and college and career readiness. Obviously not the only things that we expect students to learn, but those are three benchmarks we've set and that we're going to monitor on a frequent basis. We also have our guardrails, which express the values of our community um and we also monitor those and so the progress monitoring meetings are a way for us to um assess progress hold the superintendent accountable as the leader of the district toward that progress so um so what we did was we basically went through an analysis as a committee and analyzed um well first we looked at what is good progress monitoring from and this is a framework developed by the council of great city schools and it's now been used by by districts across the country um and so first we said well what does good progress monitoring look like if we're going to do this system what's sort of the gold standard of success and then what are we doing now and we conducted a gap analysis essentially and then we came up with recommendations so When we looked at what is good progress monitoring, and you'll see this on the document that's on board docs, the recommendation document, where it says under the overview section, there were three key benefits of progress monitoring that Ajay Craybill uh talked with us about in our first committee meeting that i think are really important for us to remember as a board number one progress monitoring is a formative evaluation of the superintendent so that's what we're doing every time we have a progress monitoring meeting we are evaluating the superintendent in public and i think that's one of the pieces about this that's really great when we think about transparency and accountability Um, and obviously it's a, you know, it's a collaborative process. We respect our superintendent. We value her work. And it is it is a an accountability process, right? So that that's something for us to remember and think about as we go into it. Secondly, it's a culture creating opportunity for all of us for the board and superintendent to say, you know, if the culture of those conversations in the progress monitoring um sessions then um will be reflected in other parts of the organization if we do it right um and finally it's a resource alignment activity so all these questions we've been asking around budget should be brought into progress monitoring where we should be asking you know when we see data um and where you know if there's a successful data point we ought to be saying okay Superintendant. What investments were made that led to this increase? Um, or, you know, and or then what investments will we make moving forward to find further increases in student achievement, et cetera, et cetera. So if you look at um so that's just kind of the overall framing we we separated it the recommendations and i won't go through the whole gap analysis um i assume folks have looked at it um and again for members of the public this is on board docs um we separated it into three parts number one is the overarching and foundational components of progress monitoring number two or 2a was before the meeting and 2b was during the meeting so part one the overarching um David Price- Foundational components. There are four recommendations. Number one is to increase the time and frequency that the Board spends on progress monitoring, and we have some ideas on how to do that. But but if we're really going to take this seriously, and it's going to be meaningful, then we need to commit time to it. David Price- Number two, develop a monitoring calendar that David Price- has the following characteristics. First of all, it should be a multi-year governance calendar which we've been talking about David Price- that reflects the duration of the multi-year goals we've set. We wanna monitor goals as close as possible to four times per year. And part of the idea, again, is that this is really a frequent and iterative process. We don't have to monitor every single part of every goal every time. One thing we saw other districts do a lot is they do one of the interim goals at each monitoring session. So if we were doing goal one on literacy, third grade literacy, we might only look at one of the interims and then at the next session, another, and next session, another. So there's different ways we can organize it, but the frequency matters. We may not be able to get to four times per year according to staff. I should say we're close to that, but that's why we put it as close as possible. third opportunities to monitor specific interim goals i just i guess i just said that and fourth um to consider if there are some monitoring guard rail monitoring reports that could go on the consent agenda um not obviously not ones that the board really wants to dig into but if it seems like things are going well in a particular guard rail and we want to free up space on the monitoring calendar we could potentially put that on consent uh yeah please

One thing I learned in serving on this ad hoc committee is that our guardrail monitoring time does not count toward our student outcomes. Focused governance goal monitoring time and so when we're trying to get to 50% of our time spent, it is specifically on goal monitoring. not goal and guardrail monitoring, which is the reason that the suggestion to move some of the guardrail monitoring if there are guardrails that there's not need for a large conversation. Like, we might want to keep, for example, chronic absenteeism there, but Perhaps other things like city partnerships might. Be able to go on consent and that is to further get us closer to our 50% goal monitoring because that was a surprise. That was a surprise to me. And so I just wanted to give some additional context to that recommendation.

Um, okay, so sorry that went into a lot of detail on recommendation, too. So recommendation one was increasing time and frequency spent on progress. Monitoring number two was building out a monitoring calendar with some of those characteristics. We just talked about recommendation. Three conduct annual trainings on student outcomes, focus, governance, and progress monitoring practices for the board staff and community. We've done some of that, but but to be more intentional about it and have it calendared out. um and then number four during spring of 2026 lay the foundation for 2026-27 implementation of the vision values goals and guardrails um by doing uh a set of internal staff um practices and they're listed there under recommendation number four that that really um was for the staff uh that they does they wrote that that recommendation as to what needs to happen this spring in order to lead into these, the rest of these things. So unless the, I don't know if folks want to, I mean, we, I want to go through the other recommendations, but are there any questions or additions, comments on those?

You're great.

Brett KenCairn, Great i'll keep going. Brett KenCairn, So before monitoring meeting, this is the recommendations under section to a there's four recommendations there as well number one is develop the progress monitoring report as a slide deck instead of a written report and slide deck and, and this was a. Brett KenCairn, Something we saw some of the exemplary school districts did, and it was a request of staff, because they felt like they were writing this written report and then having to. Dave Kuntz, translated into a slide deck. Dave Kuntz, which then sometimes wasn't exactly the same, and so there were these two things flying in lots of different directions. Dave Kuntz, And that they felt like if the goal really is to talk about data and strategy, which is the goal. Dave Kuntz, That a slide deck actually was a great way to present that and it could include many, many slides so it wasn't intended to kind of shorten it necessarily there could be appendices. Dave Kuntz, And we saw examples of that in other districts, where they had a you know the main presentation and then extensive set of appendix slides with additional information and data. So that's something that staff would like to try. So we were recommending that we try that and see how it goes. Number two, this is also a staff recommendation. Identify a neutral, in quotes, chief of staff type role to coordinate cross team development and quality of the report. One of the challenges that staff raised was that if there's not one person holding it, It's not always clear who's response who's responsible for what, and it's and and right now it sounds like the assessment department is kind of holding it, and they don't supervise some of the other departments. And so their their recommendation strong recommendation was that to be somebody who has authority that is, you know, close to the superintendent's office. But who isn't responsible for the content, but can kind of make sure the report all gets compiled and make sure everyone contributes, and that it has that strategic focus that reflects the superintendent strategy. The third recommendation is that the board submit written technical and tactical questions in advance of the meeting, and that and board members also may submit strategic questions in advance. And you'll see this leads into the following section, a recommendation that board members not ask those questions at the meeting. um and then number four is to conduct training and practice for board members one of the things we did in the committee that we would like to bring to the full board is we actually watched some monitoring sessions of exemplary districts and actually some some with some good questions and bad questions and we kind of practiced um analyzing which were good strategic questions which were not so good how did good strategic questions lead the superintendent to have a strategic response and conversation so we'd like to do some sort of training and practice like that, so that we as a board get better at. keeping the conversation focused at a strategy level because that really is the goal of monitoring is to have a strategic conversation with the superintendent and so that's why the front loading of the technical and tactical questions is important. yeah.

City Council Chambers, kind of following on what Christian Alexander was saying about like you know, ensuring the superintendent is. City Council Chambers, You know, prepared and able to answer that was one of the ideas behind the sort of neutral chief of staff person as well that that person. City Council Chambers, kind of holding the broader picture the overall report would then be able to you know brief the superintendent, so that she is well prepared to answer strategic questions. And we would not be asking those questions in general of the staff, but would be asking them directly of the superintendent.

So that leads into the last set of recommendations under 2B during a monitoring meeting. Number two, I'm going to start with number two because it's what Commissioner Ray was just referring to. And this is a strong recommendation that the superintendent presents the monitoring report and the superintendent answers the board's strategic questions not staff because the whole point is that this is a formative evaluation of the superintendent and it's a strategic conversation so the expectation is not that the superintendent will know all the technical and tactical answers in fact if she did that would be weird And so that's why staff can be there to assist in the in that part of the conversation to refer to the slides or whatever the information is. But we want to make sure that we're having a strategic conversation with the superintendent, because it's really important for the superintendent to be able to deeply understand and articulate clearly the strategy that the district is taking in these areas, so that everybody in the organization can understand it right. And so that is part of the point of, as Commissioner Ray was saying, David Pérez, Ph.D.: having staff really be able to brief and prepare the superintendent to be able to have that conversation. But then it then at the board meeting she's the one having it with us. The another recommendation here is that the board president start the monitoring meeting by stating the commissioners will focus on asking strategic questions of the superintendent, and also ask if the monitoring report is complete, because we don't want to have a conversation if the report is insufficient, and that came up a couple of times. I think they've gotten a lot better recently. But there was a couple of times where the report seems sort of inadequate, and then the board was frustrated, and then it kind of led to a not a great conversation. And that's one of the recommendations we got from other districts. Well, if that happens, just say, Look, we're going to postpone the conversation rather than trying to muddle through, right? Get a good report, and then have the conversation. The third recommendation in this section is, as I said earlier, the board asks strategic questions of the superintendent and avoids asking technical and tactical questions. So we'll probably repeat this seventeen times and now and in the future. But but this was the probably one of the strongest recommendations again that we want to have a strategic conversation. We need to ask strategic questions. We, as board members. Oh, one of the things we want to recommend is that the Board President may disallow technical and tactical questions during the meeting, unless there's a very good reason why they were not asked previously. Um, and then other reminders that board members may not give opinions in place of asking a question. And we have some great video examples of this, and that includes positive opinions. This is a strong recommendation because once board members start giving opinions. it's then it's about what the board member thinks as opposed to encouraging the superintendent to think strategically and explain the district strategy right so anyway these are things we're going to have to practice because they're not going to come naturally and it doesn't mean we can't give our opinions in other forums like if we're going to have a vote on something we should give our opinion about that but just for the progress monitoring part our job in that section is really to be just asking strategic questions Um. Fourth recommendation, which we're really excited about, is that the board celebrates student growth and monitoring meetings by inviting students to the meeting, calling their names and awarding certificates, which is something we saw other districts doing. So really, you know, honoring students and honoring their educators, you know, just using adding celebration basically to some of the meetings doesn't have to start happening at every meeting. But that we start integrating that in um number five the board votes whether to accept the monitoring report um which was something we did when we first started this process and then stopped doing um using the three guiding questions does reality match the vision is there growth toward the vision and is there a strategy and plan sufficient to cause growth to the vision so those are the three kind of guiding questions that we would use But that after the strategy conversation, the Board has to vote. And again, that's part of the superintendent's evaluation process. And then, finally, recommendation. Six is again conduct training and practice for board members. And I think I said all the things that were in there already, but that we should focus on strategic questions, and also that we would evaluate ourselves of the based on the quality of our questions we have actually some examples council of great city schools has has um analyzed our questions previously and we have examples of those of whether or not they were good strategic questions we have analyses of other districts so we have a lot of materials we can use to help train ourselves that's right

Just wanted to add a little bit of color on the point about the students. This is this is not necessarily or only about celebrating students who are doing the best, but actually celebrating students who are making significant growth. So I'd like recognizing that that is, you know, is a tremendous in and of itself accomplishment.

um and i also just wanted to add that i think our recommendation overall is that this be implemented beginning in the next fiscal year so that we do we have a plan to do a board training do the board training on strategic questions um obviously Give superintendent and staff time to adjust how they're preparing reports. We have a monitoring meeting coming up next week that we wouldn't expect to instantly, you know, have presented by different staff and things like that in a different format. So do that training and then add our first monitoring meeting, I believe, in August. implement these in terms. So if there isn't, for example, a strategy at the end of the report sufficient that we just say we're actually not going to hear the report and we recalendar it until it's complete. We begin voting. We do all of those things. But one question that we had for the board was originally the recommendation, the proposed recommendation on how to increase time and frequency the board spends on progress monitoring was to have a strict fidelity to our every other meeting is a monitoring meeting practice and You know i'll hold myself accountable as a member of for leadership often that slips where business items come on their statutory deadlines or contract deadlines or things like that why something has to be. agendized during a monitoring meeting that's a business item that would normally be on a business meeting, and so we I think wanted to bring to the board, whether the board would like to reinstitute kind of being stricter on that. Annette Dubreuil, Ph.D.: rule that no business items on a monitoring meeting and move forward in that way, or whether we would like to try to get to fifty percent of our board meeting time being spent on Annette Dubreuil, Ph.D.: goal monitoring specifically by doing other things such as, you know, bringing that student celebration to kick off business meetings or uh splitting if there's large conversations we get we tend to get the data in dumps because there's certain times when there's testing and all that testing all the s all aspect testing just came back like today for parents yay um and uh you know whether we want to break it up over more meetings and have 50 of each meeting be monitoring and just wanted to I think surface that conversation with the whole board so we can have a shared commitment to whatever we decide moving forward uh that then board leadership can um implement when we have our agenda setting planning meetings and as we look toward adopting a multi-year governance calendar soon to make sure that's reflected in there.

So first of all, I really, really appreciate this. And I'm really excited to see this implemented. So first of all, kudos to I was going to say, I was going to say the second best dad. Most grown. Most students. And I appreciate your your your ability to take a joke. No, this is this is fantastic. I did. Actually, my first question was on that matter of agendizing and what we agendize. And this is more out of curiosity. When you do look at other school districts that conduct this well, I'm curious. How do they have the time to do this? And what might we learn? So is that learning? You know, is it, you know, just as a large school district, we have a lot on the agenda. Is it that we don't have enough on the consent calendar? Is it that we, you know, if we have a multi-year agenda schedule, then, you know, we'd be better able to do this. Are we just long-winded? So... Is that I mean i'm just curious how do others do this, so that they can get to that point where every other meeting is just just a program evaluation month monitoring.

Well.

well i mean i think i i think yes to all of those things i mean i think i think that what what and maybe i don't know if you all have to add to this or have a different impressions but my impression is that they have been really disciplined most of them i think do the one meeting a month that's that's um uh for progress monitoring but they also are much i think more disciplined about leaving things on consent not having as many lengthy presentations. So there's, I think there's just a level of discipline and commitment there. I mean, even thinking about tonight, you know, we had three presentations, which again, were all sort of overlapping in many ways. I mean, they were also very valuable, but I also wonder whether there are other forums in which, you know, we could, again, bring folks together, you know, have, and then have recommendations be presented in a more, uh efficient way that's linked to the goal or maybe in the embedded in goals because those all had to do with goal all the stuff we talked about tonight was directly relevant student achievement but it wasn't technically progress monitoring because it was in a different format you know so could we bring our advisory committees for example into those conversations in some way um i don't know so i think it will require some some work but i think it's about discipline and commitment to the David Price- To to the progress monitoring and seeing the value of it right, I think that's the thing I, for me, at least, I think. David Price- I really can see the value of focusing and having that focus strategic conversation, and I think if we all see that value, then we should make the time for it and invest in it, you know. David Price- I don't know if you have other.

I.

I I have asked Ajay this question on multiple occasions, and like because often, for example, we have things like pips and waivers that we have to vote on or executive contracts that by law in California can't go on our consent calendar. Um, and also we're a county office, so we have county business And yet the answer that i've gotten from Aj is that there are other districts in California that have been able to meet this benchmark, and part of his feedback has been that there are a number of things that come to the board that he understood. Now comes focus. Governance framework generally views as superintendent work. um and advisory committees is one of those things that has surfaced as something where many of the recommendations are really recommendations to the superintendent for work that is within her purview around allocating resources around programmatic decisions and um that Those may or may not best be brought to the board in a board meeting so that I think is an ongoing conversation about how do we take that Community feedback and integrate it into everything that we do, while also making sure that it is heard in the forum there's. going to ensure that it. reaches the audience most able to implement the recommendation.

And there are other districts we know that only meet once a month. We have meetings from 5 to 730. We vote on their actions and they're done right so like I do think it's a discipline question of like. Does everyone need to speak for three minutes does everyone need to ask all the questions are those the right questions right. Because if we're really going to do this, I think there is, you know, we have to stop pulling items from consent and asking to agenda right like these are. This is every one of us is guilty of this right so i'm just saying this even my own self of like. there's a trade off here that we have to recognize is a trade off that we're willing to take if. If we're going to be moving in this direction more meaningfully.

We would all get to say thank you so much. We so appreciate your work to every single presenter for, you know, 10 minutes total.

Um, but we do appreciate the work, but that should be that should be understood if they're here. Right?

Um, which is why I want to have this as a shared board conversation so that we can come to a shared decision and norms. We can all commit to around how we're going to get to 50% for sharing.

And I appreciate the focus on discipline because it's very true. And I think if we're going to hold the superintendent accountable via monitoring reports, we also have to hold ourselves accountable to the point about the question asking. So we do have the template, the question asking template, especially for the workshop meetings. Jessica Gronsbell- Strategy focused measure focused ask oriented results focused time bound. Those are the five categories that we're supposed to ask in for the student outcomes focused manual. Right. And then we score ourselves, and it affects our own board evaluation right at the end. And so, yes, I think that discipline is important. And I tell you, I've been doing time usage, and I've been scribing public comment for the most part, not completely, but It's going to take some discipline on our part also to hold ourselves accountable. Like someone has to sit here and literally type in the questions that people are asking, and then we all have to work together based on this rubric to score them. So there are some additional steps, and it's going to be it's going to have to be a team effort. As far as how we get to 50%, when I went through the cohort with some other Council of Great City Schools, two of the members in my cohort were from Charlotte Mecklenburg in North Carolina, and they are a great exemplar and i think one of the monitoring sessions that you all listened to um it was um was charlotte mecklenburg um but part of how they stay to the 50 is they have some board committees right um not the traditional committees that we've had in the past but they have a community capital and bond committee facilities finance and operations committee intergovernment Intergovernmental Relations Committee, Policy Committee. So some of that other work that requires further discussion, but isn't necessarily student outcomes. They do have other forums to do that as well. So just something to think about.

That's interesting. So can I just ask? So, like, for example, on bonds, That rather than having a conversation with the full board, they might have a discussion of the bond committee and then put the bond item on consent or something at the full board is that kind of how it works or as an example that do.

Well, what i'm seeing here. The purpose of the community capital and bond committee is to ensure capital projects match those priorities described in the bond referendum and the bottom proof. Let's see progress status reports from staff departments within their system will be reviewed quarterly. So it sounds like they meet quarterly to make sure that they meet their compliance mandates.

But that's the kind of thing that I guess all i'm saying is that's the kind of thing that we would have here at the full board because you're saying if if we were to create another space for it then that would meet the need but yeah yes commissioner ray and uh just go ahead and cut us off at 10 o'clock so uh so we can move to the next item commissioner ray

I'm actually wondering if A.J. Craybill is on at this point. I have no idea. Is he here to give us any comments or guidance on ways to get to 50%? This is something that I have also discussed with him multiple times in being in the cohort the prior year. I personally just found it very difficult to understand how we could get to 50%. We're nowhere near that, so we can make huge strides. But actually getting to 50% struck me as incredibly hard, especially with the, you know, having public comment and various other things that we have on our calendar.

AJ, are you on here?

No.

So we can follow up.

I think the other thing I would say on this point is these recommendations don't all need to happen tomorrow. I think the key is that we start having really focused strategic conversations about student outcomes and follow the process and do it well. Then I think we can start also David Price- Addressing some of these other longer term issues, I think the high leverage thing here is actually doing it doing the process and having it be about strategy, I think that. David Price- If that makes sense and it's a strategic conversation between the board and superintendent, and so I think if we if we start with that, then we can then we can build out to the full 50% time over time.

And to that point, I'd just also like to say, if you take a look back through, and I'm happy to share the data I have as far as our time usage, but a lot of our big conversations that have made our board meetings go on for quite some time over the past couple months have been, we spent an hour 22 minutes on our Asian Parent Advisory Committee presentation. We spent two hours on our major decisions conversation last time. last meeting. You know, we spent two hours on our APAC conversation and we spent an hour on our student outcomes guardrail to the meeting before that. And so that's 0% student outcomes focused based on if now that we say we can't use a guardrail, right? But what I will say is like, and we'll talk about this. I think next when we have the out, um, the ad hoc on community engagement, um, you know, is that. Like the honestly in public comment is at least an hour every meeting, right? But. where community needs to engage in order to be authentically heard is not at the dais not at the microphone here not by giving us a presentation we need other more authentic means of community engagement on an ongoing basis like part of I'd say like our meeting structure right now is a symptom of the fact that we don't have authentic means for folks to engage in other ways and so if we build that out at the same time as we're being more strategic and disciplined here as a board. I think that will get us to much stronger governance.

Oh, yeah. Oh, sorry. And just to, like, put a point on that, like to use the example that Commissioner Weisman Ward has been appropriately emphasizing all night. all we heard all that same point over and over again around we need to hire more teachers that reflect our students but we don't have a strategy about it yet right because we had because it wasn't a strategic conversation it was just the community giving input giving input giving input but there was no place to say well what's the strategy and to really have that conversation or even an expectation that the superintendent would give us a strategy on it right so so I think that's the idea is to like it's using the time differently so that we can actually get to that strategic conversation

And the last layer I would add to that add on to that then is the resourcing part of it, right? We, we talk resourcing. Over and over again, but the, the report. The government, the, the reports themselves don't actually lend itself to a conversation to talk about resourcing. In 1 part, because we're not getting there, but we're not getting there because. The expectation was never set that we actually have. We lead to that conversation. And so, I mean, a huge part of the evidence and plan section, and we've talked about this generally as well, is like, in order for us to have conversations around investments in the context of our goal monitoring we need to actually know what the initiatives are and the costs of them right and that has to be baked into the goal reporting that we receive right because without that we we can't right and so I do think that there's actually a probably a big lift here on staff's part as well in bringing information data reports that allow us to have that conversation um And so there's some work there in addition to the board being able to elicit some of those by asking the technical questions before and the strategic questions during and actually reorienting ourselves to what it means to actually respond to a report for goal monitoring.

Can I ask a follow-up question to that? Sorry, do you want to go?

I have another question.

Which is specifically to follow up on the tactical versus technical questions. I know I'm very guilty of this in some reports. Like I literally could ask a page of questions on one. So what's that? So my follow-up question is like, and then legitimately staff could end up having to spend their entire day just answering my questions instead of doing their work, right? So I don't, are there any other structures we want to put in place as far as discipline, right, to I guess like I would like to come to some shared expectations as a board as well around what is what is the appropriate level of information for us to expect to have as commissioners that without veering into operational micromanagement of the superintendent and his staff as well. I think that would be something where we should also be aligned in our expectations as a board.

Yeah, I will say in conversations we've had with H. A. The response was that board members should receive those answers.

I mean, well, yes, and though he also says he said this to me directly every time a board member asks a question, you're you're indicating a priority for the superintendent. So you're so so you it is every single one of our responsibility to say, if I ask this question, then that staff member needs to spend some of that day doing this. So you bet it better be important enough, and that means they're not doing something else. That might be about serving students. That might be more important than telling you about this thing. So I just think we all need to hold that. And nobody can police us on that. That has to be us as board members being responsible and being like, do I really need to ask this question? Like, is it actually necessary for me to know this? Or am I just curious, right? Or is it actually important for staff to know that? But that doesn't mean I need to know it, you know?

Michael Meitner- Yeah, I have a question, and I'm trying to map out how exactly program evaluation works. And specifically, you know, I appreciate the recommendation. We should be asking strategic questions of the superintendent. The superintendent is responding with strategic questions, and I also appreciate the mention of often rpa feel it feels like rpa is on the stand and answering these questions and i do wonder you know is where's rpa vis-a-vis lead vis-a-vis what's going on at the site how are sites thinking about program evaluation often i mean it feels like sites and i say this is somebody who formerly was an ssc chair are looking at how to formulate you know our cipsa which then feeds into an lcap etc which isn't quite the monitoring and evaluation that we seek around our outcomes. And so I'm curious when you looked at this and when you looked at what other school districts do, was there thought as far as what that architecture should look like from ground up that then provides a superintendent with that information or rpa or lead working together to provide that information and still keep you know almost in that continual cycle the the principals and site administrators in the loop so that they also you know we're getting the feedback back down or you know there's that process one of the things aj said in our first meeting was progress monitoring should have a rigorous relationship with reality

And that if a principal, a site principal were to see the monitoring report, they should be able to look at it and be like, oh, yeah, that makes sense. That reflects my reality, what's happening in my school and what our goals are moving forward. And so that requires the kind of internal feedback loop that you're talking about. So the districts that are good at this have that. And I think that is something the staff was very hyper focused on what you were just talking about is how acknowledging that it doesn't exist really very well yet. And so like, how do they, that's really their job internally is to create that system. And that recommendation around having the neutral chief of staff type person was part of that because, you know, RPA doesn't supervise lead, nor do they supervise CNI, right? Those are all sort of co-equal departments that are You know all doing their part but but who's been driving the strategy who's ensuring and who's ensuring that the principles are giving feedback and they're getting feedback from their teachers that everything is kind of. You know, so that they so that the what's reflected is real coming from the bottom up and that the strategy is unified across the system so yeah that the staff was very aware of that problem and excited about I think using this as a way to begin addressing it internally.

And one of joining to make a motion to extend the meeting beyond 10pm. Yes, but I would like for us to finish this conversation and so just to follow up on Commissioner fisher's point around. questions from board members. One thing that we have discussed in board leadership is how the board can support the superintendent by creating the space for her to do her job, by not asking questions that send her constantly chasing our pet questions or issues rather than focusing on enacting her strategic priorities. And so to that end, we have asked the superintendent to perform a board time use evaluation and provided her with outside resources to help accomplish that. so that we actually can essentially do an audit over time of how many questions in every single venue, whether it's a quick phone call, or can you look this up, or I'd like to request a briefing, or I asked 50 questions in the technical questions document and it took staff eight hours collectively to answer those, so we can look at ourselves and say how much time each of us by name is taking. of staff and to have that moment of reflection for ourselves. And then also to empower the superintendent to comply with our own board policy, which is that staff should not answer questions that take more than 15 minutes of time from any individual commissioner unless it is voted on and directed by the board as a whole. So we are hoping to have further data to inform that.

Dr. Su, and then we do need to move on.

I just thank you. I love this conversation. It's fascinating. Thank you. I do want to I'm chatting with our staff here of just like this is amazing. And I look forward to the conversation. I definitely imagine that it's going to be very difficult, but it's very, very well worth it because this is what our students need. I will also put onto the table that it's not just LEED. It's not just RPA, right? It also means our facilities folks need to be there, our buildings and grounds and DOT because so many times we hear from our site leaders our students don't have like the elevator broke so students cannot go up or down or or get their services but we need to hear that context um so maybe that's the reason why or the reason why students are not you know coming to um school on time or regularly it's because there's a transportation problem so If we part of our monitoring monitoring process engage the entire school district. Then, then I really do think we are moving as one and I love it i'm here for them.

All right, i'm going to vote to or motion to extend our meeting past 10 o'clock second can we do a roll call vote, please.

Okay, Commissioner Alexander?

Yes.

Commissioner Fischer? Yes. Commissioner Gupta? Yes. Vice President Huey? Yes. Commissioner Ray? Yes. Commissioner Weisman-Ward? Yes. And President Kim?

Yes.

Moving to our final item on the agenda to meet so Vice President healing asked us did we land on did we land on a do we answer your question.

I would love to just see like a straw poll like thumbs up thumbs down on do people want to move to 50% of meetings and. You know ruthless. fidelity to monitoring meetings being only for monitoring or do people want to try to move to 5050 by incorporating monitoring into business meetings so maybe folks could just give a thumbs up if they prefer the dedicated meeting structure.

I mean just. and and a thumbs up if they prefer incorporating monitoring into every meeting i mean i'll just say i i air a lot of strong board direction here i mean here because here's my here's my challenge i lean towards yes stronger lines of 50 50. And like, are there going to be times where we just realistically can actually optimize a meeting to do both? Yes. Right. So like, so I'm kind of like 75, 80% towards yes. Hardline 50, 50.

I will remind you though, that clear direction from the board to staff will enable them to bring us a governance calendar. I'm well aware. Yeah.

But but that's what i'm saying is like I think the answer is like, yes, we should set a governance calendar that has that laid out. Maybe i'm just convincing myself to a yes, I mean there's there's nothing about it that I think is inherently problematic i'm I am.

I think this is the question of discipline, right? And I think we can do consent, because I think it's clear from staff that consent items come up all the time, and if we don't have a consent calendar, it's... it gets really hard and maybe the pit boat or if it has to be separate whatever like that takes five minutes like it's no big deal but if you had like a section at the end which is like okay consent and any really essential things that limited to 10 minutes total you you know but it has to be disciplined i think that's the that's the key and you guys have to be like nope nope super no sorry sorry you have to be willing to say no i'm just looking around at six faces who i know are going to call me up and say

Well, right.

So, I mean, I think I'm willing to say, like, yeah, let's be very disciplined with our calendar as long as, like, we have a board majority that is that says. That's what we decided, and we're empowering for leadership to set an agenda that meets that requirement.

Can I comment on this? City Council Chambers, I think that what Commissioner Alexander pointed out is an important factor to me that we're able to have consent. City Council Chambers, In every meeting, because otherwise i'm worried that will be excluding things like student field trips and, like I don't want to do that. City Council Chambers, And like and have things that really negatively affect students, because we only have it on a business calendar once a month that's that's a significant concern for me. City Council Chambers, If we had a consent agenda which does not, by the way, we do it take any significant amount of time my concern goes down significantly and. I imagine that there will be some kind of legal thing that we must do at some point. That's my other concern. But bringing the consent thing on is, I think, very helpful from my perspective.

I think I'm right there with you, Commissioner Ray. And if those accommodations can be made, then it feels totally possible to me.

And we find a way to include community voice in the work.

All right, I'm going to stop this conversation and transition just for clarification.

That was not a vote. That was a, that was a discussion. It was a discussion. We were taking a vote. Yes, just a straw poll.

Discussion discussion. So the super to inform staff and the superintendent. Yeah.

Okay, we're going to turn our attention to. No, it is. Um, to our ticket presentation.

Thank you. President Kim. Um. As we shared at last meeting, um, we want to bring and share with the board, um, our plans for, uh, expansion. And today we want to briefly share with our with the board, the plans for expansion.

um throughout the district so i'm going to hand it over to the amazing team in front of you to present thank you superintendent good evening president kim vice president healing commissioners um we also have on the line dr christy herrera thank you for joining us virtually um next slide please So as Dr Sue mentioned, this is the update to a prior conversation that we have brought to the board related to. the effort based on board direction in October to move from more crisis management of the school district to strategic planning as we have already made significant progress as a school district to stabilization. So now we are looking at ways that we can really improve and expand programs that are in high demand to meet parents' needs and improve student outcomes. Next slide, please. It is rooted in the vision for us to be able to infuse the district with programs that will enable us to attract and retain families and also redesign and rethink our school portfolio and student assignment and enrollment system so that we are able to set students up for general generational success aligned with the conversation that the board just had to be able to center student outcomes as central to the design and thinking in how we would leverage different levers at our disposal, including and not limited to our programs, our policies, and also the way that we administer and operationalize these policies. Next slide, please. Um, and here you have the timeline that we have presented. Um, there are 3 phases to this work. The 1st, 1 is related to programmatic expansion. We are sharing an update on early education and TK expansion tonight. Um, and in the upcoming weeks, we will also be sharing additional information related to the special education county program that we are planning to pilot in the 2627 school year, and also the upcoming TK 8 Mandarin immersion school. launch that we are also planning for the 2728 school year the second phase of this effort will be centered in the student assignment redesign and also the revamping of our student enrollment system and policies and any closures mergers or co-locations will follow that process i'm not now going to hand it over to the team to provide an update on early education and tk expansion

Thanks, Hongmei. Good evening, everyone. So this slide shows kind of where we've been and where we're heading as well. So as you can see in 2021, We had 24 TK programs throughout the district. And currently in 25, 26, we have 88 classrooms. There was a high demand for TK while balancing that we already have existing preschool programs. We had to work hard as a team with lead and early ed and enrollment to look at where we could do this expansion efforts. And we've seen that there's been a higher demand of TK in the last years. Recently, we received 2200 applications for 2627. Next slide, please. My hand over to Lauren.

All righty hello commissioners so we've made a couple of changes to the assignment policy to accommodate the growth in TK. The 1st, 1 was 2526, changing to be the same criteria as K5. so making sure that TK students had preference at their attendance area schools. Um, as you guys know, not every school can accommodate so now every attendance area school that does not have a classroom on site because of facilities constraints is part of a feeder pattern. Those are here. We enrolled them for the 1st time for the 2627 school year. But we are seeing that demand for is still exceeding the available spaces that we have. Um, next slide please this is a map of the capacity shortages by neighborhood in San Francisco. So, each. Region is highlighted a different color. The orange and red variants are where you see a shortage of seats specifically on the West side of San Francisco, the blue sections and the tan section in the mission area in the middle, or where we have more seats than student applications. So, where we have many more students than spaces, we assign students to other neighborhoods. However, this can mean long commutes and it also sometimes means that families can't accept the TK assignment because it is too far from their home. So, to address this problem, we are starting 2 sets of capital projects to assign or to create additional TK seats.

Thank you, so the facilities department good evening Commissioners, the facilities department is expanding tk and the sunset district. By about eight classrooms over the next three years at five different schools it's important to note that these projects are not just simply adding seats for tk they're also addressing some key capital improvement needs. So at sunset and lawn elementary, for example, we have temporary housing bungalows, which is typical across the district. They're only ever meant to be temporary housing for seats, they end up being there for 50 years, so this is an opportunity for us to.

Can you explain what temporary housing is. Oh.

Education in the context of this so. In a time of need when there's not enough room inside the school. To house all the students and we need to expand the classroom spaces we assembled temporary bungalows these bungalows were over only ever intended to be on site for. A few years during an intermediary period in some cases they've been on site for 50 years so well past their lifespan. These are opportunities for us to replace these bungalows with more permanent structures where the capacity is needed, or just improve the facility for the students. So it's not just cramming in TK students. It's also improving the experience for the students. For sunset and lawton we are also taking this opportunity to improve the school yards so it's a it's a holistic approach. Jefferson so across all of these sites will be adding eight tk classrooms. and providing opportunities for feeder classrooms to Francis Scott Key, in addition to adding for Sunset, Lawton, Jefferson, and Uvila. Next slide, please. In the central region, This is also an opportunity to address some building use efficiencies and leverage some opportunities here it's important to note that, as we continue to roll out tk programs. The easy lifts are we're running out of easy lifts where we can fit tks into code compliance spaces we're now facing the need to do construction they're much costlier it's a much longer timeline so you'll see projects that now. take two to three years long because we have to do code compliant construction. with junipera sarah annex not the elementary school the junipera sarah annex is on leased property right now it's not a property we own again it is in these bungalows that only ever intended to house temporarily they are well beyond their lifespan it would require significant capital improvements to replace those and it's not a property that we own while we have the ability to move students into available spaces, it is in the district's best interest to utilize and maximize the efficiency of our buildings, so in this case we are proposing that in the event that juniper Sarah annex is decommissioned that those students in those classes go to mission education Center. that's it for me.

I think that's all we have.

Sorry, just one more note. I did want to flag that on slide five, we have to update the map. Seems like we have inadvertently not included Harvey Milk, they have a thriving, thriving TK community. And and that wasn't that was a technical error. But we are going to upload an updated slide deck that reflects all of our TK communities, but I did want to just, for the parents who are listening, let you know we got your note and we will fix it. Thank you.

Can I just also apologize to the Harvey Milk community? I am so sorry that that is the case. That was an extreme oversight. I am so sorry.

Thank you for acknowledging that it was going to be the first question I asked, given the outreach that I received leading up to this meeting so milk families who are listening, we got you, you will re is it possible for us to reissue the map with that be. Yes, we can remake it. Thank you. And you're right on time okay so. i'll open up for questions from Commissioners. or not, I can start oh go for it.

Thank you very much. I will follow up on Commissioner Weisman Ward's questioning of the night and hiring. With these expansions, one of the things we are hearing from families and what we're seeing is lack of qualified staff in our schools. If we're having trouble staffing existing classrooms, I'm really worried about our ability to staff up new classrooms. So where do we stand in hiring? How many vacancies? How many in pipeline, in process? Are we going to have a qualified teacher in all of these new classrooms by the beginning of the school year? And all classrooms, too.

That's question one. Thank you, Commissioner Fischer. Yes, that is the goal for us to be fully staffed. That's actually the goal every year. This is the reason why HR has been a part of these conversations. Amy and her team have been a part of these conversations from the beginning. This is also the reason why it's a three-year span as opposed to a right off the bat. We definitely do not want to create a classroom that we cannot staff. But we also want to balance the demand. And as you've already heard, the demand is very great. And we want to be able to serve all of our families.

And Dr. Su, can I add that we added TK for the early hiring list as well as our BCLAD teachers and special ed teachers this year. So it was one of the first postings that was posted.

Has that worked? Do we have?

It has worked, yeah. We are, of the new classrooms that are opening for next year, we have eight offers out right now for new TK teachers.

There was a staffing dashboard that was created for TK families who are most concerned in this most recent round at MEC. Is that going to be updated and maintained for this coming school year?

That's a great question. I can definitely ask it. the new, our new associate superintendent, James, but the infrastructure is there. So I can imagine that we can very easily update it to staffing capacities for next school year.

and the reason I bring that up is in part because I think I think there's a lot of energy from parents as experienced in the most recent TK vacancies around what they can do to support and help find candidates and uh but not knowing until the very last minute that there's a vacancy that's going to sustain is going to is partly the challenge and so if we can the earlier and the more consistently we can update that information I think the better sorry thank you Commissioner for sure

No, I appreciate that. stronger together right um I really do appreciate the thoughtful a holistic approach to you know spending our dollars wisely when it comes to facilities upgrades and making sure that early at upgrades are in collaboration with bungalow replacement, so thank you for. Holistic I would the. because it's 10 30 the killing two birds with one stone comes to mind but i don't i hate that expression i don't know if someone has a better one um um my last question is really around the south side of the city where i live i live in district 11. and zip code nine, four, one, one, two is the highest percentage of us of usd students shortages, and i'm not sure our what are our strategies in district eleven to increase the early insights there. I don't know if anyone wants to take that sure I can talk a little bit.

If you would go to the slide that has the feeder patterns on there. Yes. Yep, thank you. So, as you can see, a lot of the feeder patterns are looking at schools in the South part 9, 4, 1, 1, 2, um, area. And so I think that some of the changes that we'll be making in the next couple of years will directly help the South part of town. So, additional classes at mission ed center, add capacity at sunny side, which is sort of in this neighborhood that you're looking at. Um, also some changes that we will make it McLaren, because we can move on site the classroom at Cleveland and the classroom at in future years that will open classroom space in the future and McLaren that we can use to do more feeders to schools in the Southeast. But this doesn't require facility changes. And commissioner 2 birds, 1 scone love that.

and you're feeding them right instead of killing them you're feeding two birds one's going i like that thank you strategic questions um really important commissioner ray evening everyone thanks for being here late as usual um one of the questions that was asked uh staff response indicated that we are not fully meeting the demand for about 360 additional tk seats in central south and western sf um i know we can't do everything at once and it's incredibly impressive uh that we have gone from 24 to 88 TK classes, but that is also a lot of students that we're not serving. Do we have any estimates as to our ability to serve that population of students and in what timeframe?

Yeah, I can take the first start. As I mentioned, we've kind of gotten all the low lifts right so all the classrooms that we could convert into tk classrooms easily with minimal uh interference with minimal disruption into the programming with minimal construction those have pretty much all been done so what we're moving into now is really like the two to three year timelines um of having to do some construction that that gets us up to code compliance. Some of the ones that are on the map right now in this central area, we do need to do some configurations. There are within each school, there may be vacant classrooms, but there are very clear code requirements about TK and K. It has to do with egress. It has to do with the other students in the building. It has to do with restrooms. So these are not cheap fix or easy fixes. So I don't have a definitive timeline for you, but I can guarantee you Christie Lauren Karen Sullivan and I meet weekly to try to accelerate this as much as possible.

City Council Chambers L' Take katie's point, one of the things that we're considering now is reprogramming some sites, which means looking at the arrangement of their classrooms and thinking about whether a different arrangement might make it possible for us to put tk in that building. City Council Chambers L' We haven't done this because often it's contrary to the programs that they have in the building or the way that they do their specials programming but we're going to investigate whether there's places that we could do that that would open up space for tk classrooms. City Council Chambers L' Thank you.

So I appreciate this information. I do wonder, well, I don't think there's anything controversial about the expansion of TK in that, one, we legally have to provide a space for everyone who wants one anyway. And two, I think my primary concern was around staffing, which we talked about a little bit. taking a step back though from tk specifically i'm i will say i'm still unclear on the conversation we started last week around major decisions that we're continuing to have now and when we'll be engaged on the existing data to help to inform the proposed timeline and We haven't had an opportunity to discuss that information, things like draft zone maps, discussion of our existing board policy, enrollment data, which we're kind of starting to see a little bit here. But I do believe it's important for us in the public to make sense of that information That has informed staffs recommendation, both like in the affirmative sense of like why enrollment first why this particular timeline, but also in the non affirmative sense of why not portfolio simultaneously, why not faster than we would like. so that our feedback can be actionable. I asked this question before of when is the latest by which feedback needs to be given to the superintendent for the timeline to change and the content and sequencing to change, if at all. And what I heard from you, Dr. Su, this week was that the last that we would need to know is by the June 23rd meeting. which if that is the case, then materials are coming out on June 11th. We have a June 9th meeting. I am concerned that we're not spending our board time right now giving meaningful feedback on the plan to staff and the superintendent on something that is quite critical in terms of timeline and pacing and content. And so I think my question is, When will we have those conversations?

Previous to the June 23rd meeting?

Well, I think there's a lot of information to cover in order for us to understand fully the implications of making any sort of recommendation to change course. I can't imagine. I mean, that last meeting also has budget adoption, LCAP, et cetera. I i'm just trying to understand right like if June twenty third is the drop dead deadline by which the board can give meaningful feedback that informs the process and planning of major decisions. Then, what are the areas of feedback that we can possibly give that would be appropriate and helpful and necessary and. Knowing that, then it helps us understand well what information do we need to actually give feedback appropriately in that sense right.

um well I think just so today we we heard feedback around um the plan for expansion for TK is non-controversial and and seems appropriate um and uh what we could do is is perhaps shorten the presentation at next at our next um present at the next meeting which is on May 28th 26 May 26 where We, I assume, would also be noncontroversial in terms of the expansion of our special ed school, our new special ed school, again, first in SFUSD's history. And then maybe hold some time there to discuss the enrollment data that we shared previously or the trend data that we're looking at and the projections. So we could do that. I'm looking at staff. Is that agreeable?

Yes, superintendent. We can do that.

And and I just want to be clear, like, I don't I I know that it's like a week turnaround, so it's not necessarily even a request for newly packaged information. It's just what what is the information that staff looked at that helped to inform the current strategy as it is proposed now, so that we can understand that and buy into it right like and support that enthusiastically. We just and and I know that there was a pretty lengthy board briefing packet that was provided, I mean, even if we were to just pull that and agenda is that and have a conversation where we go through those materials. And, like, I think the bigger question for me is how do we get from that material to the plan that's being proposed right so, then we can actually give meaningful feedback on on plan as it stands now.

That's a fantastic idea. I will acknowledge that we have passed the 12-day posting for May 26, but if the board allows us, then we can post all of the data that we have shared through our BOE Weekly, the board bulletin that we have provided over the last several months.

and we can gather all of that information and repost it so that we could then have that conversation yes we can do that and what we could also do is provide the briefing packet as supplemental materials to support the major decisions discussion that has already been agendized and then additionally provide maybe an executive brief That would help jumpstart the conversation, I am also hearing that it might be helpful for us to do like a pacing guide between now and June 26 when we bring the student assignment pacing guide to the board for the remainder of the 18 months of this engagement.

I mean, I think that would be helpful and also to have an idea of how that data has informed the superintendent's recommendations. And one thing I think that was said by the superintendent was that we need to do assignment and then we see where our students are and then we make decisions about schools. But we know where our students are. We know where they live. We know where our applicants live. We know where they choose to apply. So I'm a little bit at a loss as to what data it is that we need in order to predict student and family request patterns and locations, especially if we're moving to a location-based system, we very much know where students are. And this capacity map shows where we have and where we need capacity. So I actually will inject maybe a little bit of controversy into the TK expansion question. As an incoming TK parent, I will say that I have heard from a whole lot of my fellow cohort of TK applicants That they did not enroll in even though they wanted to, because they were not assigned a location that was workable for them. And I think that this capacity shortage by neighborhood is a big part of it. I'm actually, I believe, in a location where it says that we have additional seats, but there are families in my neighborhood who didn't get. uh seats in the neighborhood because my presumption is that those seats are also being used to offset shortage in other uh neighborhoods and i'm sure those families would also you know like to reduce their commutes and so i am actually curious just about the um like the adequacy and ambition of this TK expansion plan, because while by my math, it takes us from 1,760 classrooms to 1,900 classrooms. or sorry students yeah students by the number of classrooms expanded sorry yeah i'm just multiplying the passions by the 20 maximum capacity um and that's still 300 short of our applicants so even with this plan to me it looks like we're essentially still planning on having 300 spots fewer than we need and i do worry about where they're being added if the superintendents goal is to move to a zone or other geographically based assignment system it's absolutely crucial that we are planning for that now and. Right now, I see that I don't see any plan to address. fully the shortage in the South. in uh you know dog patch petrero areas uh in the richmond or in central west portal areas and some of these feeders well it's a really great stop gap they're not even in the zones that the students are in like a west portal i don't think it's reflected on here actually but i believe a west portal and sunnyside classrooms are being added to mec so those are across zones or we're expecting families who prefer Lilienthal as their location to commute to Tule Elk or who prefer Webster as their location to commute, you know, across Potrero, which is kind of a hall, I will say as a parent, and sometimes not in the direction of your work makes it harder, to Zeta Rodriguez. And so, yeah, I guess my question is, Is there some sort of operational coherence between this plan and an eventual move to geographic-based assignment? And what more are we planning beyond this to actually meet the demand?

Yes, for sure. This is why, again, we're starting out with the expansion. And then as we're mapping out the student assignment redesign, We're, we're again, seeing where the needs are, how do we maximize space in all of our schools? Um, just to be clear, we, we do know where they, where students live. What we don't know is whether or not a family would choose the school in their neighborhood, um, or they choose a language pathway school, or they choose a K eight school, or they, they choose a newcomer pathway. So again, the predictability of schools in their neighborhoods should be the default. And then choice is where the options are, the choices of, again, those different types of opportunities. And that's where the looking at the data and making sure that we are meeting the needs, having conversations with families, So that we can fully understand the demands out there if we were to create a. Immersion program in this area.

And if I. Oh, thank you. Oh, sorry. Oh, if I may just add on to your point, superintendent, um, part of the process to establish zones. Right would also need to take into account the complexities between the current state and the future state of how we would want to account for different neighborhood options citywide programs and also feeder patterns within a particular zone. So that's actually an area that we would need direction from the board to be able to effectively put in place zones. And that is a far more complex conversation that requires, you know, I think just a deeper conversation. But I did want to flag that that is part of what we are wrestling with. And there is a process that needs to take place in order for us to land on clarity for that in terms of design.

But I guess I will just push and say like we do know that this plan does not meet the needs of families for tk by about 15 classrooms I believe. and So I would hope that we would at least be ambitious enough to have a plan that adds the number of TKs that we need. And if we're moving away from a choice system, I remain a little bit confused as to why choice plays such a large role in knowing where we want to have TKs because we will need to have them evenly dispersed where our families are. and we do know where which families in which neighborhoods choose their neighborhood schools and which families in which neighborhoods choose uh to rank you know citywide programs and at what rates like we have decades of data on that so i just don't know why we can't extrapolate from our existing data yes and um i i apologize where i i've i feel that uh part of

Guardrail one requires me to go out and have deep community engagement. And so we could shorten the community engagement using the data that we have and make proposals and decisions based on that. We just created an 18 month engagement timeline one to take into account the nine months and three months restriction of a school calendar. But. But I am more than happy to use the existing data that we have and ensuring the engagement timeline.

I guess i'm just specifically referring to tk and tk expansion just like it seems clear that we need more spots near webster star king mission. elementary things like that and that's my larger concern I Alexander yeah I.

share this concern, and I just sent a request to staff to respond to an email. We got it from Guadalupe, for example, which is right in the middle of the southern zone in excelsior at our mission area, where David Plylar, Ph.D.: that where again we know that if we have more neighborhood based schools, there's going to be more kids there. They've been asking for another Tk. They've been told they can't have it. So again, I think that the so school communities are also going to be asking this question, and they already are. It's like, Why? Why weren't we selected? And so I so I do think like if we're basing this on current the current enrollment system that we know we're not going to keep that seems problematic to me also just to Echo vice president healing's point like I think there needs to be I mean I get it it's like we're building the plane where we're flying it but this plan goes through 2030. like I understand we need to have a plan for this year or next year but I wonder it seems like we ought to have some flexibility in the out years to be able to align to whatever we end up doing with enrollment So I would just raise that as a concern as well.

Yeah. And if if we're I think it's great that we're starting with the facilities where there's the lowest lift and where there's easy to transition classrooms. But if it's clear that we have demand that goes well beyond that, then those things are going to take time to build out and they're going to, you know, even potentially take bond funds that need to be allocated from a future bond. And so making those plans now so that we can start those really lengthy processes of capital upgrades if that's what's necessary to meet demand is, I think, what for me is lacking from this plan.

it's almost 10 50. I sent a strong notification that we will end promptly by 11. and so so um Commissioner Alexander do you have any other questions you want to add so I'll go to Commissioner Ray um oh and staff sure go for it and then we'll go to Commissioner Ray after that

really appreciate the the feedback just to kind of say and I conferred this is the floor not the ceiling we recognize that after we do the enrollment adjustment whether if a student assignment or otherwise and programmatic audits and redesigning our entire portfolio that there has to be some iteration that follows that process so very well taken the points that are being made here

when you say enrollment and otherwise i think this is going back to the policy says we're moving to zones and i think the board here supports the zone policy as it stands now what we know is that from analysis the current policy as it stands can't be done but we haven't talked about that as a board so i think i go right back to like the policy in the books is what should be being worked towards

Right like this is based on a policy that the board actually voted out in 2,020, right? So that's my concern.

It's like, like, I don't know what it means enrollment or otherwise. I mean, the right, the policy is the policy. If we need to change the policy, I think there's a great question around. Like, what what do we need to do to change that policy? But that would require more information from staff and probably another round of engagements from the board, which, if that's what's being suggested, Christopher McConkey- Again, I think we need to know that information and talk about it, but we haven't been given that.

Christopher McConkey- So what and and sorry just to just to jump on this really quickly. I mean, this is, I would think that this would be one of the last things that we would talk about when we think about Tks. Because we saw, you know, that I asked the question about Guadalupe, and we, I appreciate that it costs one hundred and fifty thousand that we're being told to build all of these other pieces would would cost significant bonds. funding or facilities upgrades whatever it might be and so i would think we would first have to start with what is the student assignment policy what is the consolidation plan and then based on that here are the tks that we're building so to to kind of have this conversation right now before we have kind of the connective tissue of how all of this is related how you've taken all the material that you know i i understand we'll get but how you've then John Kane- created the analysis that then leads to here's how we're going to address the 140 to 160 seats now here's what this means for the future 360 seats and what that plan is because. John Kane- In the other pieces, we do have it going through 2030 to 2031 and so we're talking about the additional 360 seats or whatever that might be, then it feels like this is kind of the last piece of the overall plan that we have yet to see anything about.

The thing is, this is based not on that. This is based on the enrollment system the board voted out in 2020. Again, I'm being a little maybe too facetious about that, but that's literally what's happened is the board made a vote. And staff has said for six years, this is impossible. We can't handle that. We can't go to zones. Zones don't work. But under multiple superintendents, so this is not a reflection of this administration, have said, well, we just won't bring it back to the board. So then staff is in a position where they're like, well, we have a policy that we think is unworkable. We have the current thing. We have to build Tks right? So I I understand what's happening. I'm. This is not like a reflection of, but but we need to. I think the board is saying is we got to just stop that, and we've got to deal it. Deal with it. We've got to stop kicking the can down the road. We've got to stop pretending like this policy that the port voted out 6 years ago. It's still in effect because no one likes it, and we've got to make the heart decisions and and make a new one.

Yes, and

I feel like there's a difference between kicking the can down the road and saying, we're actually, if we're gonna put the TK at the end of the road, then we're gonna have hundreds of kids that want a TK seat that can't. And if that feels like an easier lift to do now, do it now. Not saying, and don't do the other stuff, but if we can do it for the next school year, We should do it and we should continue to the other side, so I don't think they necessarily have to be at odds with us, but I. respectfully disagree a little bit with saying let's have this at the end, because then there's all these kids that we could be getting into the pipeline 2627 that we're not going to because we're not opening seats so just meant the presentation, like the plan seeing. Okay yeah.

Okay, I think what I took away was that we wanted to just be able to put all the puzzle pieces together right yeah sorry and just a guy didn't say that, on the MIC what I was just sharing is not saying that we shouldn't. Do this until much later just rather as we have this conversation where we have multiple pieces and I see you know, there are multiple conversations this, I feel, is one of the last conversations we should be having. in these set of presentations if we have to then provide feedback by the end of june so seeing seeing kind of the entire plan as a whole and then being able to layer on all these pieces as to why we're doing this after we have a sense of here's why we are pushing out school consolidation for a couple years here's why we are um you know starting with student assignment that that that would just help to paint the entire picture but i agree with you yeah

I just wanted to add my voice to urging folks to move as quickly as we can to satisfy the demand. I had expressed concern earlier about all the additional TK sites that we don't have. I want to ask again about potentially adding more than one TK for Mandarin immersion. There is so much demand for that. doing as much as we can to get as many kids as we can, as soon as we can. If that, Miss Kohler mentioned potentially reprogramming sites and talking about investigating that. So it sounds like that's a new idea that's come up that maybe hasn't been considered before. But whatever we, you know, is in the realm of possibility of feasibility to do, I think that we should be trying to do it because we should be aiming first and foremost to serve the folks who want to come here. So whatever that takes or whatever that involves, I'm, you know, happy to do whatever we can to support that. Thank you.

I would say there's one class that's not on the list in here and we've talked about doing Chinese immersion school at diavola a tk classroom there additionally so to your point about the excess and demand for. Chinese immersion programming we totally hear that and are trying to act on it.

Thank you.

And to this question about like, do we wait or do we go? I think my concern is actually that we're waiting to see how things shake out in 2028 to start building, physically building TKs that we know we cannot site on our facilities now that need to actually be done with construction by 2028 to meet those kids. in neighborhoods like the Excelsior. It looks like we have an active plan to do that in the Sunset, but I don't see a plan to do that in the Excelsior. I don't see a plan to do that in Dogpatch Potrero. I don't see a plan to do that in the Richmond or the West Portal, Twin Peaks areas. And so to me, if those doors are going to be open to welcome those little kids in 2028, We got to start construction now. And no matter how the details of the assignment shakes out, we know it's going to be geographic. And we know that those kids live there. And we know that families want to go to school in their neighborhoods because we know they're turning us down now when they don't get schools in their neighborhoods. So I would just love to see more ambitious expansion so we can meet all of those kids and not let them go to private school, which is also really expensive. And we don't want to put that burden on families.

Okay, it is 1057. I'm so thank you to staff. I know that we will continue the conversation on next Tuesday. And so appreciate the presentation and the data looking forward to engaging more. And is there anything you wanted to say before we move on to consent?

No.

Okay. Thank you very much. Appreciate it. All right, 1058. Moving to consent. I'm gonna leave.

City Council Chambers, President Kim has a standard recusal from the consent calendar due to his employment with the city and county of San Francisco, which is a frequent contractor with SF USD in order to avoid any impaired any appearance of conflict. City Council Chambers, Before we vote superintendent, are there any changes or alter amendments to the consent calendar, there are none point of information.

Um, in the Q and a, uh, the answer, there was an answer about removing the minutes from March 24th, but I still see it on the. On this agenda. So, the answer was, we have removed the minutes from March 24th. Or further review, but I see that it's still listed here March 24th, which is why I'm asking about that.

I only see approval of board meeting minutes for December 9th, 2025 listed on the consent calendar on board docs live right now. You might want to look.

Okay.

It may have been previously printed. Okay, but the live 1 only has 1 minutes, which is okay. Thank you. H4. Um, I, I move, uh, to approve the consent calendar. Is there a 2nd. 2nd, can we have a roll call vote please?

Okay, commissioner Alexander yes. Commissioner Fisher yes. Commissioner Gupta yes. Vice president healing.

No.

Commissioner Ray. no commissioner weisman ward yes

I believe there are four ayes, two noes, and one recusal. Okay, can we complete the roll call vote, please? Have we completed the roll call vote, ma'am? Yes.

Yes, roll call. Could you announce what the result of the vote was, please? Four ayes, two nays, one recusal.

Thank you.

You can't be having this conversation.

uh this meeting is adjourned at 11 01 p.m really people it's at 11 o'clock yeah hey phil are you moving ij